Contents Pre-reading questions Pre-reading questions Background
information Background information Structural analysis of the text
Structural analysis of the text Comprehensive questions
Comprehensive questions Language Points Language Points Sentence
highlights Sentence highlights Language appreciation Language
appreciation Grammar points Grammar points Comprehensive questions
of Text II Comprehensive questions of Text II
Slide 3
Background information About the author and the text About the
author and the text Budd Schulberg, American novelist, short story
writer, screen writer, and contributor to major national magazines,
is the author of What Makes Sammy Run (1941), The Disenchanted
(1950), and On the Waterfront (1954). The son of a Hollywood
tycoon, Schulberg invest the above auto- biographical account with
the drama of film community life in the 1920s, even as he finds in
a childhood crisis the sources of the creative process. Budd
Schulberg, American novelist, short story writer, screen writer,
and contributor to major national magazines, is the author of What
Makes Sammy Run (1941), The Disenchanted (1950), and On the
Waterfront (1954). The son of a Hollywood tycoon, Schulberg invest
the above auto- biographical account with the drama of film
community life in the 1920s, even as he finds in a childhood crisis
the sources of the creative process.
Slide 4
Pre-reading questions Have you ever tried to write a poem? Have
you ever tried to write a poem? How different is your father from
your mother in their methods when they try to give you proper
education? How different is your father from your mother in their
methods when they try to give you proper education?
Slide 5
Structure analysis of the Text The story is narrated from the
author s point of view, in the tone of recollections of the past.
Hence vividness and truthfulness are created. Written in a
chronological order, the narration is interspersed with comments.
While narrating his past experience, the author presents to the
reader a portrait of his father in work, and toward the end of the
text, he makes a comment of two kinds of forces in love: the father
s force and the mother s force, both of which he later realizes are
important to his growth..
Slide 6
Part I: Introduction (Paragraphs 1-6) Part I: Introduction
(Paragraphs 1-6) Budd wrote his first poem, which is highly praised
by his mother, and he was expecting his father s arrival in
excitement, feeling sure he would appreciate it more than his
mother. Budd wrote his first poem, which is highly praised by his
mother, and he was expecting his father s arrival in excitement,
feeling sure he would appreciate it more than his mother.
Slide 7
Part II: Main Body (Paragraphs 7-20) Part II: Main Body
(Paragraphs 7-20) Budd s father came home, and beyond his
expectation, the poem was denounced as lousy Budd s father came
home, and beyond his expectation, the poem was denounced as lousy
Part III: Conclusion (Paragraph 21-24) Part III: Conclusion
(Paragraph 21-24) The author makes a comparison between the father
s love and the mother s love. Although conflicting, they are
complementary and in fact, both are indispensable to his growth.
The author makes a comparison between the father s love and the
mother s love. Although conflicting, they are complementary and in
fact, both are indispensable to his growth.
Slide 8
Questions for comprehension 1. How did his mother respond to
Budd s first poem? 1. How did his mother respond to Budd s first
poem? His mother s response was positive and affirmative. She
poured out her welcome praise and cried that she had not expected
that her son had such a talent for poetry writing. She encouraged
the son to keep on writing. His mother s response was positive and
affirmative. She poured out her welcome praise and cried that she
had not expected that her son had such a talent for poetry writing.
She encouraged the son to keep on writing.
Slide 9
2. Why did Budd look forward to his father s arrival? 2. Why
did Budd look forward to his father s arrival? His father was a
Hollywood tycoon and began his career as a writer. Budd believed
that his father would be able to discover his talent and appreciate
his poem more than his mother did. His father was a Hollywood
tycoon and began his career as a writer. Budd believed that his
father would be able to discover his talent and appreciate his poem
more than his mother did.
Slide 10
3. How did his father respond to the poem? 3. How did his
father respond to the poem? Quite beyond his expectation, his
father at first ignored his poem and then, when he did notice it
and read it, he dropped the poem back and declared that it is
lousy, which hurt Budd severely. Quite beyond his expectation, his
father at first ignored his poem and then, when he did notice it
and read it, he dropped the poem back and declared that it is
lousy, which hurt Budd severely.
Slide 11
4. Which kind of love was important to Budd s growth, the
mother s love or the father s love? 4. Which kind of love was
important to Budd s growth, the mother s love or the father s love?
Both were important to Budd s growth. The mother s love was
encouraging and inspiring. She encouraged Budd to keep on writing.
The father s love was strict and stern. His principle in the
education of the son was to Watch. Listen. Review. Improve. These
two kinds of love were indispensable in Budd s development. I try
to navigate my little craft so as not to capsize before either.
That is to say, both his mother s affirmation and his father s
doubt were in the name of love, and Budd followed the course
between them. Both were important to Budd s growth. The mother s
love was encouraging and inspiring. She encouraged Budd to keep on
writing. The father s love was strict and stern. His principle in
the education of the son was to Watch. Listen. Review. Improve.
These two kinds of love were indispensable in Budd s development. I
try to navigate my little craft so as not to capsize before either.
That is to say, both his mother s affirmation and his father s
doubt were in the name of love, and Budd followed the course
between them.
Slide 12
Language points 1.exuberant 1.exuberant (1)of people and their
behavior overflowing with life and cheerful excitement (1)of people
and their behavior overflowing with life and cheerful excitement
His paintings were full of exuberant color His paintings were full
of exuberant color (2)(of plants) growing strongly and plentifully
(2)(of plants) growing strongly and plentifully the exuberant
growth of a tropical rain forest the exuberant growth of a tropical
rain forest
Slide 13
2. nothing short of (used to add force to a statement) nothing
less than 2. nothing short of (used to add force to a statement)
nothing less than The closure of the factory will be nothing short
of a disaster of disastrous for the people in the area The closure
of the factory will be nothing short of a disaster of disastrous
for the people in the area
Slide 14
3.glow (1) to give out heat and or soft light without flames or
smoke 3.glow (1) to give out heat and or soft light without flames
or smoke The iron bar was heated until it glowed The iron bar was
heated until it glowed The cat s eyes glowed in the darkness. The
cat s eyes glowed in the darkness. (2)(+with) to show redness and
heat especially in the face e g after hard work or because of
strong feelings (2)(+with) to show redness and heat especially in
the face e g after hard work or because of strong feelings She was
glowing with health and happiness She was glowing with health and
happiness She glowed with pride at her son s achievements She
glowed with pride at her son s achievements
Slide 15
4.elaborate:adj. full of detail; careful worked out and with a
large number of parts 4.elaborate:adj. full of detail; careful
worked out and with a large number of parts She made elaborate
preparations for the party, and then no one came. She made
elaborate preparations for the party, and then no one came. The
curtains had an elaborate pattern of flowers. The curtains had an
elaborate pattern of flowers.
Slide 16
5. do justice to: to treat adequately, fairly, or with full
appreciation 5. do justice to: to treat adequately, fairly, or with
full appreciation She cooked a delicious dinner, but we couldn t
really do it justice(=eat enough of it) because we d eaten too much
already. She cooked a delicious dinner, but we couldn t really do
it justice(=eat enough of it) because we d eaten too much already.
She didn t do herself justice in the exam (=did not answer the
questions as well as she could have). She didn t do herself justice
in the exam (=did not answer the questions as well as she could
have).
Slide 17
6. oath 6. oath (1)(words used in making) a solemn promise to
do something or solemn declaration that something is true (usually
appealing to God etc as a witness) (1)(words used in making) a
solemn promise to do something or solemn declaration that something
is true (usually appealing to God etc as a witness) There is a
standard form of oath used in law courts There is a standard form
of oath used in law courts (2)casual and improper use of the name
of God etc to express anger surprise etc; swear-word (2)casual and
improper use of the name of God etc to express anger surprise etc;
swear-word He hurled a few oaths at his wife and walked out
slamming the door He hurled a few oaths at his wife and walked out
slamming the door
Slide 18
7.glamorous: a. attractive, charming, exciting 7.glamorous: a.
attractive, charming, exciting the glamour of film stars the
glamour of film stars glamor: n. attractive or exciting quality
which somebody/something has, and which seems out of reach to
others. glamor: n. attractive or exciting quality which
somebody/something has, and which seems out of reach to others.
hopeful young actors and actresses dazzled by the glamor of
Hollywood. hopeful young actors and actresses dazzled by the glamor
of Hollywood. Now that she s an air hostess, foreign travel has
lost its glamor for her. Now that she s an air hostess, foreign
travel has lost its glamor for her.
Slide 19
8.rant: v. to speak loudly, violently or theatrically 8.rant:
v. to speak loudly, violently or theatrically He ranted (on) at me
about my mistakes. He ranted (on) at me about my mistakes.
Slide 20
9.wheel 9.wheel (1)to push or pull (a vehicle with wheels)
(1)to push or pull (a vehicle with wheels) wheel a barrow( along
the street) wheel a barrow( along the street) (2)to move in a curve
or circle (2)to move in a curve or circle birds wheeling about in
the sky above us birds wheeling about in the sky above us Left
Right wheel Left Right wheel
Slide 21
10.glare: 10.glare: n (1)strong unpleasant dazzling light n
(1)strong unpleasant dazzling light avoid the glare of the sun of
car headlights etc avoid the glare of the sun of car headlights etc
(2)angry or fierce look fixed look (2)angry or fierce look fixed
look give somebody a hostile glare give somebody a hostile glare v
(1)to shine with a dazzling unpleasant fight v (1)to shine with a
dazzling unpleasant fight The searchlight glared illuminating the
prison yard The searchlight glared illuminating the prison yard
(2)to stare angrily or fiercely at somebody something) (2)to stare
angrily or fiercely at somebody something) He didn t shout or swear
but just glared silently at me. He didn t shout or swear but just
glared silently at me.
Slide 22
11.hold one s ground: 11.hold one s ground: To maintain one s
claim, intension, argument, etc; not to yield or give way To
maintain one s claim, intension, argument, etc; not to yield or
give way The speaker calmly held his ground in the face of angry
opposition. The speaker calmly held his ground in the face of angry
opposition. She held her ground in spite of all the counter-
arguments She held her ground in spite of all the counter-
arguments
Slide 23
12.crush (1)to press or squeeze (somebody something) so hard
that it breaks or is damaged 12.crush (1)to press or squeeze
(somebody something) so hard that it breaks or is damaged Several
people were crushed to death by the falling rocks Several people
were crushed to death by the falling rocks (2)to break something
hard into small pieces or into powder by pressing (2)to break
something hard into small pieces or into powder by pressing Huge
hammers crush (up) the rocks Huge hammers crush (up) the rocks
(3)to defeat (somebody something) completely to subdue (3)to defeat
(somebody something) completely to subdue The rebellion was crushed
by government forces The rebellion was crushed by government forces
He felt completely crushed by her last remark He felt completely
crushed by her last remark
Slide 24
13.dawn on: to gradually become clear to one s mind; to become
evident to somebody 13.dawn on: to gradually become clear to one s
mind; to become evident to somebody It finally me that he had been
lying. It finally me that he had been lying. The truth began to
dawn on him. The truth began to dawn on him.
Slide 25
14.counsel: 14.counsel: 1) to give professional advice to
(somebody with a problem) 1) to give professional advice to
(somebody with a problem) A psychiatrist who counsels alcoholics A
psychiatrist who counsels alcoholics (2) to give (the stated
advice) (2) to give (the stated advice) I would caution in such
cases I would caution in such cases (3) to advice (3) to advice He
counseled them to give up the plan. He counseled them to give up
the plan.
Slide 26
15. echo: 15. echo: (1)(of places) to send (something) back
(1)(of places) to send (something) back The valley echoed back his
song. The valley echoed back his song. (2) (fig) to repeat, imitate
or to recall (2) (fig) to repeat, imitate or to recall They echoed
their leaders every word. They echoed their leaders every word. (3)
(of places) to repeat a sound (to, with) (3) (of places) to repeat
a sound (to, with) The hills echoed the sound of laughter. The
hills echoed the sound of laughter.
Slide 27
16. buffet 16. buffet v. To knock or push roughly from side to
side v. To knock or push roughly from side to side flowers buffeted
by the rain and wind flowers buffeted by the rain and wind a boat
buffeted (about) by the waves a boat buffeted (about) by the
waves
Slide 28
17. navigate 17. navigate (1) to find the position and plot the
course of a ship, an aircraft, a car etc., using maps and
instruments (1) to find the position and plot the course of a ship,
an aircraft, a car etc., using maps and instruments Which officer
in the ship navigate? Which officer in the ship navigate? (2) to
steer ( a ship); to pilot ( an aircraft) (2) to steer ( a ship); to
pilot ( an aircraft) navigate the tanker around the Cape navigate
the tanker around the Cape (3) to sail along, over or through (a
sea, river, etc.) (3) to sail along, over or through (a sea, river,
etc.) Who first navigated the Atlantic? Who first navigated the
Atlantic?
Slide 29
18. capsize: to (cause a boat to) overturn or be overturned 18.
capsize: to (cause a boat to) overturn or be overturned The boat
capsized in heavy seas. The boat capsized in heavy seas. Huge waves
can capsize the ship Huge waves can capsize the ship
Slide 30
Sentence highlights 1. My father always paced determinedly as
he ranted against the studio greats, and now as he wheeled he
paused and glared at his plate.(Para. 9) Paraphrase:
Paraphrase:
Slide 31
2. I wasn t hearing so well because it is hard to hear clearly
when your head is making its own sounds of crying. (Para.18)
Paraphrase: Paraphrase:
Slide 32
3. And my mother was learning that she could criticize me
without crushing me. (Para.21) Paraphrase: Paraphrase:
Slide 33
4. Between the two poles of affirmation and doubt, both in the
name of love, I try to follow my true course. (Para. 24) Paraphrase
Paraphrase
Slide 34
Language Appreciation 1.The Wonderful Lousy Poems (the title)
1.The Wonderful Lousy Poems (the title) oxymoron oxymoron
Slide 35
2. calling down terrible oaths on his glamorous employees.
(Para. 7) 2. calling down terrible oaths on his glamorous
employees. (Para. 7) paradox paradox
Slide 36
3. My father always paced determinedly as he ranted against the
studio greats, and now as he wheeled he paused and glared at his
plate.(Para. 9) 3. My father always paced determinedly as he ranted
against the studio greats, and now as he wheeled he paused and
glared at his plate.(Para. 9)
Slide 37
4.Those conflicting but complementary voices of my childhood
echo down through the years-wonderful, lousy, wonderful, lousy-like
two powerful, opposing winds buffeting me. (Para.24) 4.Those
conflicting but complementary voices of my childhood echo down
through the years-wonderful, lousy, wonderful, lousy-like two
powerful, opposing winds buffeting me. (Para.24)
Slide 38
5. I try to navigate my little craft so as not to capsize
before either. (Para.24) 5. I try to navigate my little craft so as
not to capsize before either. (Para.24) metaphor metaphor
Slide 39
Grammar points Infinitive to vs. Preposition to Infinitive to
vs. Preposition to We may try to put a noun after it. If a noun or
a noun equivalent is possible, it proves to be a preposition;
otherwise, it is an infinitive sign. We may try to put a noun after
it. If a noun or a noun equivalent is possible, it proves to be a
preposition; otherwise, it is an infinitive sign.
Slide 40
Text II Text II Dad Dad
Slide 41
About the author Andrew H. Malcolm was born in 1943 in Andrew
H. Malcolm was born in 1943 in Cleveland, Ohio. He studied
journalism at Northwestern University and then joined The New York
Times in 1967 as a news clerk. He has won major awards for
reporting, and is the author of Unknown America, published in 1975.
Cleveland, Ohio. He studied journalism at Northwestern University
and then joined The New York Times in 1967 as a news clerk. He has
won major awards for reporting, and is the author of Unknown
America, published in 1975.
Slide 42
Questions for discussion 1. Is it still important today for a
man to display a firm handshake and a steady gaze into someone s
eyes? When would these gestures be most important? These gestures
seem not be as important today as it was in wartime. But anyway, we
need a firm handshake and a steady gaze under certain occasions,
for example, when we are in trouble or when we lack some kind of
confidence. At this moment, a handshake, a gaze or a few words of
encouragement will inspire us and urge us to overcome difficulties
and go forward. In the same way, when other people are in trouble
or meet some obstacles, a firm handshake and a steady gaze from us
will also establish their courage and help them pull through
difficulties These gestures seem not be as important today as it
was in wartime. But anyway, we need a firm handshake and a steady
gaze under certain occasions, for example, when we are in trouble
or when we lack some kind of confidence. At this moment, a
handshake, a gaze or a few words of encouragement will inspire us
and urge us to overcome difficulties and go forward. In the same
way, when other people are in trouble or meet some obstacles, a
firm handshake and a steady gaze from us will also establish their
courage and help them pull through difficulties
Slide 43
2. How do you feel about Malcolm s father crying with his son
when the boy s dog was killed? A strong man as he was, Malcolm s
father cried when the boy s dog was killed. For one thing, Malcolm
s sorrow was to immense to stand. In order to comfort him and help
him get over the sorrow, his father was there, with the son, and
with teas in his eyes. His father was not as cool-blooded as what
had been thought of. He was a person full of feelings and
sympathies. For the other, his father thought of the natural order
of life and death. The dog s unexpected death indicates the
unpredictability of life and death.
Slide 44
3. As you grew up, when did you shift from trying to please a
parent to trying to impress that parent? Children under ten years
old will naturally please apparent with their ignorance and
naivety. There are simple and artless, and often amuse their
parents with funny words or behaviors. By the teens, they seldom
want to please a parent with childish behaviors, but want to tell
the parents that they are mature, not only physically but also
mentally. They feel that they have grown up, and that they can do
what parents can do. They want to impress their parents with what
they have done. They hope that their parents will be proud of
them
Slide 45
4. How well can a person younger than forty understand the
problems involved in a parent s aging and dying? 4. How well can a
person younger than forty understand the problems involved in a
parent s aging and dying? A person younger than forty may not have
such a deep but sober-minded understanding as Malcolm has. Young
people take it for granted that their parents will look after them
all their lives, and will provide them with food, clothing and
shelter. They hardly think of the fact that their parents will
become old and one day one of them will die. A person younger than
forty may not have such a deep but sober-minded understanding as
Malcolm has. Young people take it for granted that their parents
will look after them all their lives, and will provide them with
food, clothing and shelter. They hardly think of the fact that
their parents will become old and one day one of them will
die.