1. Lesson 9 The Loons Margaret Laurence Book 2

2. Contents  Part One: Warm-up  Part Two: Background Information  Part Three: Text Appreciation  Part Four: Language Study  Part Five: Extension

3. Part One—Warm-up  Ⅰ. Video Watching  Ⅱ. Brainstorming  Ⅲ. Discussion  Ⅳ. Learning Objectives

4. I. Video Watching Watch and listen to the song Love is Colour Blind and discuss: 1) what is racial discrimination or marginalization? 2) What causes the conflicts between peoples and racial marginalization?

5. Ⅱ. Brainstorming Make some predictions about the text to be learned. the living condition of the loons What is a loon? the symbol of the loons the marginalization of races the extinction of the loons

6. Ⅲ. Discussion 1.What is a loon? 2. Where do the loons live? 3. Are there any symbolic meanings of the loons? Can you guess?

7. Ⅳ. Learning Objectives 1.To master the writing devices of this article. 2.To master the various rhetorical devices employed in this article. 3.To know the conflicts existing between races. 4.To reflect and discuss these conflicts.

8. Part Two—Background Information  Ⅰ. About the Author  Ⅱ. Manawaka  Ⅲ. Loon  IV. Métis  V. Louis David Riel

9. Ⅰ. About the Author Margaret Laurence (1926–1987) Contemporary Canadian writer. She spent eight yeas in Africa. Her publications include This Side of Jordan (1960), The Stone Angel (1964), A Jest of God (1966), The First Dwellers (1969), and The Diviners (1974).

10. Home of Margaret Laurence Ⅰ. About the Author

11. Ⅱ. Manawaka Manawaka is a fictional town in the Canadian province of Manitoba, frequently used as a setting in novels and short stories by Margaret Laurence. The town was based on Laurence's real-life hometown of Neepawa. The Manawaka sequence consists of the books The Stone Angel, A Jest of God, The Fire-Dwellers, A Bird in the House, and The Diviners.

12. Ⅲ. Loon Loonie reverse view

13. It is a kind of large North American bird that eats fish and that makes a long high sound. The loons are disappearing as nature was ruined by civilization. Ⅲ. Loon

14. Ⅳ. Métis The Métis are one of the Aboriginal peoples in Canada who trace their descent to mixed European and First Nations parentage. The term was historically a catch-all describing the offspring of any such union, but within generations the culture synchronized into what is today a distinct aboriginal group, with formal recognition equal to that of the Inuit and First Nations. Metis fur trader 1870

15. V. Louis David Riel Louis David Riel (1844-1885) Canadian politician, a founder of the province of Manitoba, and a political and spiritual leader of the Métis people of the Canadian prairies. He led two resistance movements against the Canadian government. Riel sought to preserve Métis rights and culture as their homelands in the Northwest came progressively under the Canadian sphere of influence. He is regarded by many as a Canadian folk hero today. He was tried for treason and was hung at Regina on 16 November 1885

16.  Ⅰ. Text Analysis → Introduction → Theme → Text Organization → Further Understanding  Ⅱ. Writing Devices → Language Style → Rhetorical Devices  Ⅲ. Sentence Paraphrase Part Three—Text Appreciation

17. Ⅰ. Text Analysis Introduction This is a piece of first–person narration which is basically arranged in time sequence. The story consists of an opening, development, climax, and ending. It tells of the plight of Piquette Tonnerre, a girl from a native Indian Family. Her people were marginalized by the white-dominating society. They were unable to exist independently in a respectable, decent and dignified way. They found it impossible to fit into the main currents of culture and difficult to be assimilated comfortably.

18. Ⅰ. Text Analysis Theme The Indians, represented by Piquette and her people, felt alienated and marginalized culturally and racially in the modern society just as the loons failed to find a suitable habitat and simply died out as more and more cottages were built on the lakeside. It reflects the clash and compromise between different ethnic groups and divergent cultures.

19. Ⅰ. Text Analysis Text Organization Part I (Paras. 1–2): Introduction: background information about the Tonnerre family. Part II (Paras. 3–47) : The whole story – Section 1 (Para. 3) : Introducing Piquette. – Section 2 (Paras. 4-15): Discussion in the MacLeods. – Section 3 (Paras. 16-47): Days with Piquette at Diamond Lake. – Section 4 (Paras. 48-62): Second encounter with Piquette. – Section 5 (Paras. 63-70): Piquette’s death. Part III (Paras. 71-75) : Revisit to Diamond Lake

20. Further Understanding 1.The loons symbolize ______. A.the disappearing nature B.the disappearing Metis people and their culture C.the tragic life of Piquette D.all of the above 2. The life of Metis was full of ________. A.happiness B.chances and opportunities C.hardships but still hopes D.miseries and despair Ⅰ. Text Analysis

21. 3. Piquette was ______ when she was with us for the summer at Diamond Lake. A.cooperative and easy-going B.interested and good-humored C.cold and defiant D.offensive and rude 4. I saw a terrifying hope in Piquette’s eyes when ______. A.my father decided to take her to Diamond Lake together with us B.she told me she was going to marry a white man C.I took her to see the loons D.She had two babies Ⅰ. Text Analysis

22. 5. Diamond Lake was renamed ________ Lake Wapatkata. A.ironically B.reasonably C.humorously D.frankly

23. Ⅱ. Writing Devices Language Style 1.Effective use of symbolism A symbol is a thing that stands for or suggests something else by reason of relationship, association, convention or accidental resemblance; especially, a visible sign of something invisible. The writer effectively uses the loons as a symbol to reveal the fact that races in Canada are imbalanced and some are marginalized or even disappearing.

24. Ⅱ. Writing Devices 2. The changes in narrative voice The story is not only about Piquette but also about the development of the narrator Vanessa. In the process of telling the story Vanessa grew up from an eleven-year old girl, whose “acquaintance with Indians was not extensive” and who saw Piquette not as an individual human being but as a stereotype, to a more mature woman. When she got older, her perspective about Piquette changed.

25. 3. The colloquial style Days at Diamond Lake:  I ain’t supposed to do no more walking than I got to.  Who gives a good goddamn? Second encounter:  Hi, long time no see. Do you notice a change in the language of Piquette? What does it reveal? Ⅱ. Writing Devices

26. 4. Detailed depiction of the scenery The story is full of nouns for trees and varieties of plants and animals to describe natural sceneries, examples can be found in Paragraphs 17, 39, etc. Ⅱ. Writing Devices

27. Rhetorical Devices: Hyperbole Definition: Hyperbole is the use of exaggeration as a rhetorical device or figure of speech. It may be used to evoke strong feelings or to create a strong impression, but is not meant to be taken literally. e.g. 1. …dresses that were always miles too long. (Para. 3) 2. …those voices belonged to a world separated by aeons from our neat world… (Para. 40)

28. Ⅱ. Writing Devices Rhetorical Devices: Personification Definition: A figure of speech in which a thing, quality, or idea is represented as a person. e.g. 1. The two grey squirrels were still there, gossiping… (Para. 17) 2. …the news that somehow had not found its way into letters…(Para. 63)

29. Ⅱ. Writing Devices Rhetorical Devices: Transferred Epithet Definition: A figure of speech in which an epithet (or adjective) grammatically qualifies a noun other than the person or thing it is actually describing. Also known as hypallage. e.g. 1. All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky which was lightened by a cold flickering of stars. (Para. 39) 2. …I was ashamed, ashamed of my own timidity, the frightened tendency to look the other way. (Para. 58)

30. Ⅱ. Writing Devices Rhetorical Devices: Metonymy Definition: It is substituting the name of one thing for that of another with which it is closely associated. Thus the crown can stand for a king, and the bottle for wine or alcohol. e.g. Those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of home. (our modern civilization) (Para. 40)

31. Ⅲ. Sentence Paraphrase 1.The basis of this dwelling was a small square cabin made of poplar poles and chinked with mud…long silence. (Para. 1) This long sentence gives background information about the Tonnerre family. 1) chinked with mud: with the narrow openings, the chinks, filled with mud 2) Jules Tonnerre: father of Lazarus and grandfather of Piquette 3) entered their long silence: put down, repressed

32. Ⅲ. Sentence Paraphrase 2. As the Tonnerres had increased, their settlement…and rusty tin cans. (Para. 1) As the Tonnerre family had become larger, their settlement expanded until the clearing at the foot of the town hill became a disorderly place crowded with sheds having a one- slope roof leaning against other buildings, and everywhere you could see wooden packing cases, warped lumber, discarded car tyres, ramshackle chicken coops, tangled strands of barbed wire and rusty tin cans. 1) settlement: a small or isolated community; village 2) added to: expanded 3) a chaos of lean-tos: a disorderly place crowded with sheds having a one-slope roof leaning against other buildings

33. Ⅲ. Sentence Paraphrase 3. When their men were not working at odd jobs or as section hands on the C.P.R. they lived on relief. (Para. 2) The men in the family didn’t have regular jobs but worked at odd jobs or as section hands on the C.P.R. And if they were out of job altogether, they had to live on relief. 1) odd jobs: jobs that are not regular but occasional, incidental 2) section hands: a crew of people who do the maintenance work on a railroad section 3) the C. P. R.: the Canadian Pacific Railroad 4) on relief: receiving government aid because of poverty, unemployment, etc.

34. Ⅲ. Sentence Paraphrase 4. In the summers, one of the Tonnerre youngsters… change her mind. (Para. 2) 1) with a face that seemed totally unfamiliar with laughter: dead serious, never laughed 2) brick houses: meaning good, strong houses made of bricks. Compare them with the shack made of wood and mud in which theTonnerres lived. 3) for sale: to be sold 4) a lard pail: a container with white fat from pigs that is used in cooking

35. Ⅲ. Sentence Paraphrase 5. Sometimes old Jules, or his son Lazarus…on Main Street… (Para. 2) 1) get mixed up in a Saturday-night braw: get involved in a rough, noisy quarrel or fight on a Saturday night after much drinking of liquor 2) would hit out at whoever was nearest: would try to hit anybody who happened to be nearest 3) howl: to utter the long, loud and wailing cry, like that of wolves, dogs, etc. 4) Main Street: the principle street of any small town

36. Ⅲ. Sentence Paraphrase 6. Otherwise, she existed for me only as…miles too long. (Para. 3) Otherwise, I only knew her as someone who would make other people feel ill at ease because of her hoarse voice and her clumsy limping walk and her dirty cotton dresses that were too long to fit her. 1) otherwise: in all other points or respects 2) presence: a person or thing that is present; a person’s bearing, appearance, personality 3) with her hoarse voice: because of, as a result of her hoarse voice 4) miles too long: colloquial and exaggerating

37. Ⅲ. Sentence Paraphrase 7. “For Pete’s sake,” my father said crossly, “do you think Matron would let her stay in the hospital for all this time like that? Don’t be silly, Beth.” (Para. 11) My father was irritated by my mother’s remark and replied that if Piquette had nits in her hair, the superintendent of the hospital wouldn’t have allowed her to stay there for all this time. 1) for Pete’s sake: A mild exclamation of surprise, annoyance. “For Christ’s sake” is rather a strong expression and should be used with care. 2) Matron: a woman superintendent or manager of the domestic arrangement of a hospital (such as the work of all nurses) (in Britain now officially called a senior nursing officer)

38. Ⅲ. Sentence Paraphrase 8. I had trouble in stifling my urge to laugh, for my mother brightened visibly and quickly tried to hide it. (Para. 14) I could hardly suppress my urge to laugh when I saw clearly how my mother suddenly became very happy and then quickly tried to hide the happy expression on her face (for fear of offending Grandmother). It is cliché that mother-in-law and daughter-in-law don’t get along well in almost all cultures. 1) stifle: to suppress; to hold back; to check 2) brighten: to become happier and more excited

39. Ⅲ. Sentence Paraphrase 9. If it came to a choice between Grandmother MacLeod and Piquette, Piquette would win hands down, nits or not. (Para. 14) If my mother had to make a choice between Grandmother MacLeod and Piquette, she would certainly choose the latter without hesitation, no matter whether the latter had nits or not. 1) win hands down: to win easily 2) nits or not: whether she had nits or not

40. Ⅲ. Sentence Paraphrase 10. You could look out the windows and see, through the filigree of the spruce trees, the water glistening greenly as the sun caught it. (Para. 17) 1) the filigree of spruce trees: spruce trees grown in a pattern like filigree, which is the delicate leaves of the trees, with light between them that resembles filigree. 2) the water glistening greenly as the sun caught it: the water shining and sparkling with a green light as the sun reflected on it.

41. Ⅲ. Sentence Paraphrase 11. …the fragrant globes hanging like miniature scarlet lanterns on the thin hairy stems. (Para. 17) Nominative absolute construction with a noun and an -ing form. Simile, comparing the round, ball-shaped objects to miniature scarlet lanterns. 1) globe: any round, ball-shaped thing 2) miniature: a copy or a model on a very small scale; on or done on a very small scale; diminutive

42. Ⅲ. Sentence Paraphrase 12.My brother, Roderick, who had not been born… curious hands.(Para. 17) My brother, Roderick, who was less than one year old, sat on the car rug in the sunshine and looked at a brown spruce cone extremely carefully and turned it round and round in his small hands with great curiosity. 1) meticulously: extremely or excessively carefully about details. 2) curious hands: Transferred epithet. The baby, not the hands, was curious.

43. Ⅲ. Sentence Paraphrase 13. She was sitting on the swing her lame leg held stiffly out, and her other foot scuffing the ground as she swung slowly back and forth. (Para. 18) The sentence contains two nominative absolute constructions, the first one with a noun plus a past participle and the second one with a noun plus a present participle. 1) her lame leg held stiffly out: because of the tuberculosis of the bone 2) scuff: to scrape (the ground, floor, etc.) with the feet 3) swung: moved back and forth

44. Ⅲ. Sentence Paraphrase 14. Unlikely as it may seem, I had only just realised that the Tonnerre family, whom I had always heard called half-breeds, were actually Indians, or as near as made no difference. (Para. 22) Although this may seem impossible (as we were in the same class), I had only just realized the Tonnerre family, whom I had always heard called half-breeds (Metis, people of mixed French and Indian blood), were actually Indians, or very near Indians.

45. Ⅲ. Sentence Paraphrase 15. …who might impart to me, if I took the right approach, some of the secrets which she undoubtedly knew… (Para. 22) Who might give information and knowledge about some of the secrets which I was sure she knew if I took the right approach to her. The narrator implies that Piquette was rather unfriendly and sensitive, and so she must approach her in an appropriate way. impart: (formal) to give information, knowledge, wisdom, etc. to someone

46. Ⅲ. Sentence Paraphrase 16. …I asked, after a while, intending to lead on from there into the question of forest lore. (Para. 24) I started the conversation, intending to go on from there and then ask my question about the secrets of the forest. lore: knowledge or learning, specifically, all the knowledge of a particular group or having to do with a particular subject, especially, that of a traditional nature

47. Ⅲ. Sentence Paraphrase 17. “…If you mean where my old man, and me, and all them live, you better shut up, by Jesus, you hear?” (Para. 33) If you mean the place where my father and I and the other people live, you’d better shut up. Here we find that Vanessa is very curious about the Indians and wants to learn about them from Piquette. However, Piquette is angry for being cast in the familiar role of an Indian and she doesn’t want to discuss her family. by Jesus: (slang) used to express anger or surprise

48. Ⅲ. Sentence Paraphrase 18. …the loons will go away. (Para. 35) The loons are said to be very shy of people. If there are more cottages and people at the lake, the loons will go to other places. The settlement of the Europeans in the early 1900s in Canada pushed the natural wildlife away from the desired habitable land and into the deep wilderness. In the same way the Metis and Indians lost their land and were marginalized by the white dominated society.

49. Ⅲ. Sentence Paraphrase 19. All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky, which was lightened by a cold flickering of stars. (Para. 39) 1) close-set: very near to each other 2) branches blackly sharp against the sky: nominative absolute construction with a noun plus a prepositional phrase. The branches looked black and sharp with the sky as the background. 3) flicker: to burn or shine with an unsteady light that goes on and off quickly

50. Ⅲ. Sentence Paraphrase 20. No one can ever describe that ululating sound, the crying of the loons, and no one who has heard it can ever forget it. (Para. 40) What makes the bird peculiar is its crying. No one who has heard its ululating crying can ever forget it. Originally the story was titled “The Crying of the Loons”. For the writer, the sad crying of the bird represented lamenting for nature as well as for the indigenous people.

51. Ⅲ. Sentence Paraphrase 21. Plaintive, and yet with a quality of chilling mockery… lighted lamps of home. (Para. 40) The loon is a very ancient bird. In aboriginal creation myths, loons brought up mud from the bottom of the lake to make the earth. The meaning of “those voices belonged to a world separated by aeons from our neat world” seems ambiguous. What world the voices belong to is a question worthy of our careful consideration. 1) plaintive: expressing sorrow, melancholy, mournful, sad 2) neat: nice, pleasing, fine, etc. 3) summer cottages and the lighted lamps of home: representing human civilization

52. Ⅲ. Sentence Paraphrase 22. …I did not know what was the matter, nor why she would not or could not respond when I suggested exploring the woods or playing house. (Para. 47) At that time Vanessa was too young to understand that the reason why they failed to become friends was that she treated Piquette like a child or a stereotyped Indian girl. Piquette had a chip on her shoulder — she didn’t even talk to the doctor who she liked, who helped her. Maybe communication was impossible. playing house: a game in which children pretend to do the things women do in a house — cooking, looking after children, etc.

53. Ⅲ. Sentence Paraphrase 23. Her face, so stolid and expressionless before, was animated now with a gaiety that was almost violent. (Para. 49) Her face, which was impassive and expressionless before, was now made lively and spirited by a kind of gaiety that was extremely intense and almost uncontrollable. 1) stolid: having or showing no emotion or sensibility 2) animate: to give life or energy to something 3) violent: (said of emotions) strong and very difficult to control

54. Ⅲ. Sentence Paraphrase 24. …her skin-tight skirt and orange sweater displayed to enviable advantage a soft and slender body. (Para. 49): Her tight fitting skirt and sweater in orange color displayed a soft and slender body in an effect good enough to be envied. All the descriptions in this paragraph show that Piquette had grown from a girl into a woman. 1) skin-tight: tight fitting; clinging closely to the body 2) to advantage: so as to result in a good effect

55. Ⅲ. Sentence Paraphrase 25. It seemed to me now that in some unconscious and totally unrecognized way, Piquette might have been the only one, after all, who had heard the crying of the loons. (Para. 75) It dawned on me now that, unconsciously and without it being recognized, Piquette might have been the only one, in spite of the fact that she had scorned to come to listen to the loons, who had truly understood the meanings and emotions conveyed in the crying of the loons. Although we can conclude that there is some parallel between Piquette and the loons, we can also see that the loons are symbolic of the Indians, driven away or to death by the Europeans.

56.  Ⅰ. Word Study  Ⅱ. Phrases and Expressions Part Four—Language Study

57. Ⅰ. Word Study List: 1. bruise 2. grimy 3. contagious 4. stifle 5. austere 6. tame 7. fissure 8. meticulously 9. bizarre 10. impart 11. lore 12. dogged 13. immersed 14. astound 15. stolid 16. teeter 17. confide 18. despise 19. perturbed 20. gauche

58. Ⅰ. Word Study 1. bruised (Para. 2) bruise ( v.) : if part of your body bruises or if you bruise part of your body, it get hit or hurt bruised: adj. e.g. She fell off the bike and bruised her knee. a badly bruised knee 2. grimy (Para. 3) ( adj.) : covered with or full of dirt e.g. All of these windows are grimy.

59. Ⅰ. Word Study 3. contagious (Para. 9) ( adj.): a person who is contagious have disease that can be passed to another person by touch e.g. The patient is still highly contagious. 4. stifle (Para. 14) ( v.): to stop something from happening or developing; to stop a feeling from being expressed e.g. He stifled an urge to hit her.

60. 5. austere (Para. 17) ( adj.) : very plain and simple without any decoration e.g. The church has a style of austere simplicity. 6. tame (Para. 17) (adj.): a tame animal or bird is no longer wild, because it has been trained to live with people e.g. There are many tame elephants. Ⅰ. Word Study

61. 7. fissure (Para. 17) ( v.): break into parts; crack or split apart e.g. This piece of land is a little fissured after a dry winter. 8. meticulously (Para. 17) (adv.): extremely or excessively careful about details, and always making sure everything is done correctly e.g. In jail he developed a severe medical condition but was left without treatment, a fact that he meticulously documented in his diary.

62. Ⅰ. Word Study 9. bizarre (Para. 22) (adj.): very unusual or strange e.g. But economic theory struggles to explain the bizarre world of fund management, where the market is fragmented but fees stay stubbornly high. 10. impart (Para. 22) ( v.): to give information, knowledge, wisdom, etc. to someone e.g. She had information that she could not wait to impart to us.

63. 11. lore (Para. 24) ( n.) :knowledge of learning; specifically, all the knowledge of a particular group or having to do with a particular subject, esp. that of a traditional nature e.g. According to the local lore, a ghost is still haunting the castle. 12. dogged (Para. 34) (adj.): a dogged behavior shows that you are very determined to continue doing something e.g. She has a dogged determination to succeed. Ⅰ. Word Study

64. 13. immersed (Para. 48) immerse ( v.): to become completely involved in an activity immersed: adj. e.g. she is far to immersed in her studies. 14. astound (Para. 49) ( v.): to make someone very surprised or shocked e.g. The judge’s decision astounded everyone.

65. Ⅰ. Word Study 15. stolid (Para. 49) ( adj.): having or showing no emotion or sensibility e.g. His face was stolid, but he looked at her with restive eyes. 16. teeter (Para. 50) ( v.): to stand or walk moving from side to side, as if you are going to fall e.g. She teetered along on her high-heeled shoes.

66. Ⅰ. Word Study 17. confide (Para. 57) ( v.): to tell someone you trust about personal things or secrets you do not want others to know e.g. I have never felt able to confide in my sister. 18. despise (Para. 58) ( v.): look down on with contempt and scorn e.g. She despised her neighbors.

67. Ⅰ. Word Study 19. perturbed (Para.66) ( adj.): worried about something that has happened or will happen e.g. He didn’t seem perturbed by the noises outside. 20. gauche (Para. 67) (adj.): doing or saying wrong or impolite things, especially because you don’t know the right way to behave e.g. It would be gauche to mention the price.

68. Ⅱ. Phrases and Expressions List ： 1.on relief 2.get mixed up in sth 3.hit out(at sb/sth) 4.flare up 5.the dickens 6.win hands down 7.at that 8.spring from 9. set about 10. a dead loss 11. ill at ease 12. not give a shit(about sb/sth) 13. find one’s way into/to 14. to die out

69. Ⅱ. Phrases and Expressions 1.on relief (Para. 2): receiving government aid because of poverty, unemployment, etc. e.g. family on relief during the Depression 2. get mixed up in sth (Para. 2): (informal) to become involved in or connected with sth e.g. I don’t want to get mixed up in your affairs ．

70. Ⅱ. Phrases and Expressions 3. hit out (at sb/sth) (Para. 2): to express strong disapproval of someone or something e.g. In a rousing speech the President hit out at the trade union ． 4. flare up (Para. 4): (of an illness) recur or show sudden burst of light, anger or violence e.g. My back trouble has flared up again ．

71. Ⅱ. Phrases and Expressions 5. the dickens (Para. 4): (spoken, old-fashioned) used when asking a question to show that you are very angry or surprised 【口】 [ 用 作加强语气 ] 究竟，到底 e.g. What the dickens is the matter with her? 6. win hands down (Para. 14): win easily e.g. The local team won hands down ．

72. Ⅱ. Phrases and Expressions 7.at that (Para. 15): besides; as well; additionally e.g. He was a thief and a clever one at that. 8. spring from (Para. 22): to arise or come from; to be descended from e.g. He springs from royal blood.

73. Ⅱ. Phrases and Expressions 9. set about (Para. 22): to start doing or dealing with something, especially something that needs a lot of time and effort e.g. I don’t know how to set about this job ． 10. a dead loss (Para. 38): completely useless or a complete failure e.g. I have given the whole thing up as a dead loss.

74. Ⅱ. Phrases and Expressions 11. ill at ease (Para. 47): not relaxed or embarrassed e.g. You always look ill at ease in a suit. 12. not give a shit (about sb/sth ) (Para. 55): not care at all about something or someone e.g. He doesn’t give a shit about anybody else ．

75. Ⅱ. Phrases and Expressions 13. find one’s way into/to (Para.63): to reach a destination naturally e.g. They found their way to the cheaper seats. 14. to die out (Para.74): to disappear or stop existing completely e.g. Most of the old customs have now died out.

76. Part Five — Extension  Ⅰ. Useful expressions  Ⅱ. Discussion  Ⅲ. Quiz  Ⅳ. Writing

77. Ⅰ. Useful Expressions 1. 对 …… 毫无顾忌 2. 逃走，逃之夭夭 3. 不伦不类 4. 卧病不起 5. 冒险一试 6. 占上风, 胜过 7. 自首, 投案, 投降 8. 永久地, 一劳永逸地 9. 慌乱, 仓皇失措 10. 完全 11. 经得起考验的 ; 合乎逻 辑的 1.make no bones about 2.take to one's heels 3.neither fish, flesh nor good 4.be on one’s back 5.take a chance 6.get the better of 7.give oneself up 8.for good 9.lose one's head 10.body and breeches 11.hold water

78. Ⅰ. Useful Expressions 12. 不择手段 13. 一事无成 14. 有所成就 15. 前功尽弃 16. 保持沉默 17. 遇到麻烦 18. 保持距离 19. 无关紧要的事 20. 出洋相 21. 精神饱满 22. 恢复镇定 23. 身体不适 12.by hook or crook 13. get nowhere 14. get somewhere 15. go down the drain 16. hold one’s tongue 17. in hot water 18. keep sb at arm’s length 19. laughing matter 20. make a fool of oneself 21. on the top of the world 22. pull oneself together 23. under the weather

79. Ⅱ. Discussion 1.What’s so peculiar about the crying of the loons? What does the loons symbolize? 2.Do you find any parallel between Piquette and the loons? 3.How did the narrator and Piquette get along during the summer at the lake? Why did the narrator say that all that summer Piquette remained as both a reproach and a mystery to her? 4.Was the fire which cause the death of Piquette and her babies an accident? 5.What is your impression of Piquette? Substantiate your answer with facts and details from the text.

80. Ⅲ. Quiz

81. Ⅳ. Writing Write an essay titled “Conflicts between Cultures and Races” with 300 words in English. You can approach the essay from the following perspectives: Some races are dominant over the others. Some cultures are being neglected. Conflicts between cultures and races are escalating nowadays.

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