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Unit 10 The Wonderful Lousy Poems


Unit 10 The Wonderful Lousy Poems Contents Pre-reading questions Background information Structural analysis of the text Comprehensive questions Language Points ... – PowerPoint PPT presentation

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Title: Unit 10 The Wonderful Lousy Poems

Unit 10 The Wonderful Lousy Poems

  • Pre-reading questions
  • Background information
  • Structural analysis of the text
  • Comprehensive questions
  • Language Points
  • Sentence highlights
  • Language appreciation
  • Grammar points
  • Comprehensive questions of Text II

Background information
  • 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

Pre-reading questions
  • 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

Structure analysis of the Text
  • The story is narrated from the authors 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 fathers force
    and the mothers force, both of which he later
    realizes are important to his growth.
  • .

  • Part I Introduction (Paragraphs 1-6)
  • Budd wrote his first poem, which is highly
    praised by his mother, and he was expecting his
    fathers arrival in excitement, feeling sure he
    would appreciate it more than his mother.

  • Part II Main Body (Paragraphs 7-20)
  • Budd s father came home, and beyond his
    expectation, the poem was denounced as lousy
  • Part III Conclusion (Paragraph 21-24)
  • The author makes a comparison between the
    fathers love and the mothers love. Although
    conflicting, they are complementary and in fact,
    both are indispensable to his growth.

Questions for comprehension
  • 1. How did his mother respond to Budds first
  • His mothers 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.

  • 2. Why did Budd look forward to his fathers
  • 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.

  • 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

  • 4. Which kind of love was important to Budds
    growth, the mothers love or the fathers love?
  • Both were important to Budds growth. The
    mothers love was encouraging and inspiring. She
    encouraged Budd to keep on writing. The fathers
    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 Budds development. I try to
    navigate my little craft so as not to capsize
    before either. That is to say, both his mothers
    affirmation and his fathers doubt were in the
    name of love, and Budd followed the course
    between them.

Language points
  • 1.exuberant
  • (1)of people and their behavior overflowing with
    life and cheerful excitement
  • His paintings were full of exuberant color.
  • (2)(of plants) growing strongly and plentifully
  • the exuberant growth of a tropical rain forest

  • 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

  • 3.glow (1) to give out heat and/or soft light
    without flames or smoke
  • The iron bar was heated until it glowed.
  • The cats 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
  • She was glowing with health and happiness.
  • She glowed with pride at her sons achievements

  • 4.elaborateadj. 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.
  • The curtains had an elaborate pattern of flowers.

  • 5. do justice to to treat adequately, fairly, or
    with full appreciation
  • She cooked a delicious dinner, but we couldnt
    really do it justice(eat enough of it) because
    wed eaten too much already.
  • She didnt do herself justice in the exam (did
    not answer the questions as well as she could

  • 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)
  • There is a standard form of oath used in law
  • (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.

  • 7.glamorous a. attractive, charming, exciting
  • the glamour of film stars
  • 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.
  • Now that shes an air hostess, foreign travel has
    lost its glamor for her.

  • 8.rant v. to speak loudly, violently or
  • He ranted (on) at me about my mistakes.

  • 9.wheel
  • (1)to push or pull (a vehicle with wheels)
  • wheel a barrow( along the street)
  • (2)to move in a curve or circle
  • birds wheeling about in the sky above us
  • Left/Right wheel ???/???

  • 10.glare
  • n (1)strong unpleasant dazzling light
  • avoid the glare of the sun,of car headlights,etc.
  • (2)angry or fierce lookfixed look
  • give somebody a hostile glare
  • v (1)to shine with a dazzling.unpleasant fight
  • The searchlight glared,illuminating the prison
  • (2)to stare angrily or fiercely at
  • He didnt shout or swear,but just glared
    silently at me.

  • 11.hold ones ground
  • To maintain ones claim, intension, argument,
    etc not to yield or give way
  • The speaker calmly held his ground in the face of
    angry opposition.
  • She held her ground in spite of all the

  • 12.crush (1)to press or squeeze
    (somebody/something) so hard that it breaks or is
  • Several people were crushed to death by the
    falling rocks.
  • (2)to break something hard into small pieces or
    into powder by pressing
  • Huge hammers crush (up) the rocks.
  • (3)to defeat (somebody/something) completelyto
  • The rebellion was crushed by government forces.
  • He felt completely crushed by her last remark.

  • 13.dawn on to gradually become clear to ones
    mind to become evident to somebody
  • It finally me that he had been lying.
  • The truth began to dawn on him.

  • 14.counsel
  • 1) to give professional advice to (somebody with
    a problem)
  • A psychiatrist who counsels alcoholics
  • (2) to give (the stated advice)
  • I would caution in such cases
  • (3) to advice
  • He counseled them to give up the plan.

  • 15. echo
  • (1)(of places) to send (something) back
  • The valley echoed back his song.
  • (2) (fig) to repeat, imitate or to recall
  • They echoed their leaders every word.
  • (3) (of places) to repeat a sound (to, with)
  • The hills echoed the sound of laughter.

  • 16. buffet
  • v. To knock or push roughly from side to side
  • flowers buffeted by the rain and wind
  • a boat buffeted (about) by the waves

  • 17. navigate
  • (1) to find the position and plot the course of a
    ship, an aircraft, a car etc., using maps and
  • Which officer in the ship navigate?
  • (2) to steer ( a ship) to pilot ( an aircraft)
  • navigate the tanker around the Cape
  • (3) to sail along, over or through (a sea, river,
  • Who first navigated the Atlantic?

  • 18. capsize to (cause a boat to) overturn or be
  • The boat capsized in heavy seas.
  • Huge waves can capsize the ship

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.
  • Paraphrase

  • 2. I wasnt hearing so well because it is hard to
    hear clearly when your head is making its own
    sounds of crying. (Para.18)
  • Paraphrase

  • 3. And my mother was learning that she could
    criticize me without crushing me. (Para.21)
  • Paraphrase

  • 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

Language Appreciation
  • 1.The Wonderful Lousy Poems (the title)
  • oxymoron

  • 2. calling down terrible oaths on his glamorous
    employees. (Para. 7)
  • paradox

  • 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.

  • 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)

  • 5. I try to navigate my little craft so as not to
    capsize before either. (Para.24)
  • metaphor

Grammar points
  • 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.

Text II
  • Dad

About the author
  • 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.

Questions for discussion
  • Is it still important today for a man to display
    a firm handshake and a steady gaze into someones
    eyes? When would these gestures be most
  • 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

  • 2. How do you feel about Malcolms father crying
    with his son when the boys dog was killed?
  • A strong man as he was, Malcolms father cried
    when the boys dog was killed. For one thing,
    Malcolms 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 dogs unexpected death
    indicates the unpredictability of life and death.

  • 3. As you grew up, when did you shift from trying
    to please a parent to trying to impress that
  • 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

  • 4. How well can a person younger than forty
    understand the problems involved in a parents
    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.
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