.RU

Lesson 9 CHARACTER AND APPEARANCE - Учебник «Чтение, письменная и устная практика»

^

Lesson 9 CHARACTER AND APPEARANCE


INTRODUCTORY READING AND TALK


Appearances are deceptive.

It is a common truth; practically everyone has met at least someone whose

character and appearance differ radically.


When one sees a

tall, broad-shouldered

youth, one expects him to be

strong-willed

and

brave. One

thinks: 'A

model to follow!'

How often a

good-looking individual

turns out to be

petty, weak-willed

or even

cowardly.

Then one thinks: 'A

mediocrity!'


At the same time everyone knows that a lot of great people were

of a poor build: short

and

fragile.

It did not stop them from

display­ing intelligence

and

courage. Ingenuity

does not depend on one's

complexion or constitution.


Plump

or

fat

people create an impression of

generous

and

kind personalities.

Strangely enough, not rarely they may be

thrifty

or even

greedy.

One usually thinks: 'A

scrooge!'


On the other hand,

thin or slim nervous

ladies often tend to be

lavish

. They like to buy and never think twice when they pay. One thinks: 'I would call her

open-handed

and Mother would call her a

spendthrift'.

Yes, mothers are always

stricter in judgements.


Has it ever happened to you that you come to an important of­fice and see an important boss? You immediately

evaluate his looks: 'Round-faced, small narrow eyes, dimples on the cheeks

and an

up­turned nose.

What a

kind-hearted person! A simpleton!'

You tell the boss of your troubles and expect immediate help. But the boss ap­pears to be

rude, harsh and wilful.

You never get your help and think: 'A

stone heart

and an

iron fist'.


When someone sees a

delicately built pretty blonde

with

curly hair, blue eyes,

a

straight nose

and

a high forehead,

one is inclined to think that the

beauty

is

intelligent

and

nice.

It may be disappoin­ting to think later 'What a

stupid, capricious, impolite bore!'


On the contrary, when

one

sees a

skinny brunette

with

ugly ir­regular features — a hooked nose, pointed chin, close-set eyes

and

thin lips,

strange thoughts come to one's head; because it is the

im­age of evil people — cruel

and

cunning

. It may be a relief some time later to find her a

clever, gentle

and

good-mannered

lady and think: 'What

charm! A heart of gold

!'
Another general misconception lies in the fact that children are always expected to

resemble their parents.

And parents like it when children

take after them.

Relatives like to compare

moles,

the

shape of noses,

etc. The greatest compliment is:

"They are as like as two peas'.

The greatest disappointment is to

find nothing in common.

We want to deny people their

exclusiveness,

we don't want to admit that nature has selected other options from an enormous

genetic fund

developed over generations. Why do we like our

copies?

Who knows!
Nature likes to play tricks on us. But don't you think it is a pre­sent on the part of nature? Life becomes not a boring routine, but a brilliant kaleidoscope of characters and appearances which often clash.
1. Do you agree that appearances are deceptive? Tell your classmates about your own experience.
2. Do you think it is worth judging by appearances? Give your reasons.
3. Look at the pictures below and choose the right word from the lists to describe the shape of one's face, eyes, nose, chin, lips, forehead.
Face:

a) oval b) round c) long d) square

Eyes

:

a) almond b) slanting c) round d) narrow

Nose

:

a) aquiline b) hooked c) straight d) upturned

Chin:



a) protruding b) split c) double d) pointed

Lips:



a) thin b) plump c) thick d) heart-shaped

Forehead:



a) wrinkled b) narrow c) balding d) high
4. Find people among your relatives who resemble one another. Describe their appearance.
5. Say a few words about your character. Do you take after your parents?

^ TEXT


Young Archimedes


(Extract from the story by A.Huxley "Young Archimedes". Abridged.)
It was the view which finally made us take the place. Our nearest neighbours lived very near. We had two sets of them,1 as a matter of fact, almost in the same house with us. One was the peasant family. Our other neighbours were the owners of the villa.
They were a curious people, our proprietors. An old husband, grey, listless, tottering, seventy at least; and a signora of about forty, short, very plump, with tiny fat hands and feet and a pair of very large, very dark eyes, which she used with all the skill of a born co­median.
But we had found other reasons, after a few days' residence,2 for liking the house. Of these the most cogent was that, in the peasant's youngest child, we had discovered the perfect play-fellow for our own small boy.3 Between little Guido — for that was his name — and the youngest of his brothers and sisters there was a gap of se­ven years. He was between six and seven years old and as preco­cious, self-assured, and responsible as the children of the poor ge­nerally are.
Though fully two and a half years older than little Robin — and at that age thirty months are crammed with half a lifetime's experi­ence4 — Guido took no undue advantage of his superior intelligence and strength. I have never seen a child more patient, tolerant, and untyrannical. He never laughed at Robin; he did not tease or bully, but helped his small companion when he was in difficulties and ex­plained when he could not understand. In return, Robin adored him, regarded him as the model and perfect Big Boy,5 and slavishly imitated him in every way he could.
Guido was a thoughtful child, given to brooding.6 One would find him sitting in a corner by himself, chin in hand, elbow on knee, plunged in the profoundest meditation. And sometimes, even in the midst of the play, he would suddenly break off, to stand, his hands behind his back,7 frowning and staring at the ground. And his eyes, if one looked into them, were beautiful in their grave and pensive calm.
They were large eyes, set far apart and, what was strange in a dark-haired Italian child, of a luminous pale blue-grey colour. They were not always grave and calm, as in these pensive moments. When he was playing, when he talked or laughed, they lit up. Above those eyes was a beautiful forehead, high and steep and domed in a curve that was like the subtle curve of a rose petal.8 The nose was straight, the chin small and rather pointed, the mouth drooped a lit­tle sadly at the corners.
My gramophone and two or three boxes of records arrived from England. Guido was immensely interested. The first record he heard, I remember, was that of the slow movement of Bach's ^ Con­certo in D Minor for two violins. That was the disc I put on the turn-table.
Guido came to a halt in front of the gramophone and stood there, motionless, listening. His pale blue-grey eyes opened them­selves wide; making a little nervous gesture that I had often noticed in him before, he plucked at his lower lip with his thumb and fore­fingers.
After lunch he reappeared. 'May I listen to the music now?' he asked. And for an hour he sat there in front of the instrument, his head cocked slightly on one side, listening while I put one disc after another. Thenceforward he came every afternoon.
What stirred him almost more than anything was the Coriolan overture. One day he made me play it three or four times in succes­sion; then he put it away.
'I don't think I want to hear that any more,' he said.
'Why not?'
'It's too... too...' he hesitated, 'too big,' he said at last. 'I don't really understand it. Play me the one that goes like this.' He hummed the phrase from the ^ D Minor Concerto.
'Do you like that one better?' I asked.
He shook his head. 'No, it's not that exactly. But it's easier.'
'Easier?' It seemed to me rather a queer word to apply to Bach.
In due course, the piano arrived. After giving him the minimum of preliminary instruction, I let Guido loose on it.9 He made excel­lent progress. Every afternoon, while Robin was asleep, he came for his concert and his lesson. But what to me was more interesting was that he had begun to make up little pieces on his own account.10 He had a passion for canons. When I explained to him the principles of the form he was enchanted.
'It is beautiful,' he said, with admiration. 'Beautiful, beautiful. And so easy!'
Again the word surprised me.
But in the invention of other kinds of music he did not show himself so fertile11 as I had hoped.
'He's hardly a Mozart,' we agreed, as we played his little pieces over. I felt, it must be confessed, almost aggrieved.
He was not a Mozart. No. But he was somebody, as I was to find out,12 quite extraordinary. It was one morning in the early sum­mer that I made the discovery. I was sitting in the warm shade of our balcony, working. Absorbed in my work, it was only, I suppose, after the silence had prolonged itself a considerable time that I be­came aware that the children were making remarkably little noise. Knowing by experience that when children are quiet it generally means that they are absorbed in some delicious mischief,131 got up from my chair and looked over the balustrade to see what they were doing. I expected to catch them dabbling in water, making a bon­fire, covering themselves with tar. But what I actually saw was Guido, with a burnt stick in his hand, demonstrating on the smooth paving-stones of the path, that the square on the hypotenuse of a right-angled triangle is equal to the sum of the squares on the other two sides. Robin listened, with an expression on his bright, freckled face of perfect incomprehension.
Guido implored: 'But do just look at this. It's so beautiful. It's so easy.'
So easy... The theorem of Pythagoras seemed to explain for me Guide's musical predilections. It was not an infant Mozart we had been cherishing; it was a little Archimedes with, like most of his kind, an incidental musical twist.14
Leaning on the rail of the balcony, I watched the children be­low. I thought of the extraordinary thing I had just seen and of what it meant.
I thought of the vast differences between human beings. We classify men by the colour of their eyes and hair, the shape of their skulls. Would it not be more sensible to divide them up into intel­lectual species? There would be even wider gulfs between the ex­treme mental types than between a Bushman and a Scandinavian.'5 This child, I thought, when he grows up, will be to me, intellectu­ally, what a man is to a dog.

^ Proper Names


Archimedes [,k'mi:di:z] — Архимед
Aldous Huxley ['lds 'hksl] — Олдос Хаксли
Guido ['wi:d] — Гвидо
Robin ['rbn] — Робин
Bach [bk] — Бах
D Minor Concerto ['di: 'man kn':t] — концерт «Ре-минор»
Coriolan [,kr'lt] — Кориолан
Mozart ['mtst] — Моцарт
Pythagoras [pa'rs] — Пифагор

Vocabulary Notes


1. We had two sets of them ... — Это были две семьи ...
2. ... after a few days' residence... — ... прожив несколько дней ...
3. ... in the peasant's youngest child we had discovered the perfect play-fellow for our own small boy. — ... младший ребёнок из этой крестьянской семьи оказался прекрасным другом для нашего собственного малыша.
4. ... thirty months are crammed with half a lifetime's experience ... — ... в тридцать месяцев вмещается опыт, приобретаемый за полжизни ...
5. ... regarded him as the model and perfect Big Boy ... — ... считал его образцом для подражания и настоящим Большим Маль­чиком...
6. ... given to brooding ... — ... склонный к размышлениям ...
7. ... he would suddenly break off, to stand, his hands behind his back ... — ... он вдруг неожидано прерывал своё занятие и вставал, заложив руки за спину...
8. ... domed in a curve that was like the subtle curve of a rose petal. — ... очертания которого напоминали тонкие очертания лепест­ка розы.
9. ... I let Guido loose on it. — ... я разрешил Гвидо играть на нём сколько угодно.
10. ... to make up little pieces on his own account. — ... само­стоятельно сочинять маленькие произведения.
11. ... he did not show himself so fertile ... — ... он не особенно пре­успел ...
12. ... as I was to find out... — ... как мне было суждено обнару­жить ...
13. ... they are absorbed in some delicious mischief... — ... они увле­чены какой-нибудь восхитительной шалостью...
14. ... with, like most of Ms kind, an incidental musical twist. — ... как это бывает в большинстве подобных случаев, неожиданно наделённый ещё и музыкальными способностями.
15. ... between a Bushman and a Scandinavian. — ... между буш­меном и скандинавом (Прим.: бушмен — представитель на­родности, проживающей в Южной Африке).

Comprehension Check


1. What made the family rent the house?
2. What were the two sets of neighbours they had?
3. What sort of people were the owners of the villa?
4. What did the parents discover in the peasant's youngest child?
5. What made Guido so responsible and precocious?
6. What gap was there between Guido and Robin?
7. Did Guido take advantage of his superior intelligence and strength?
8. How did Guido treat Robin?
9. What was Robin's attitude to Guido?
10. What kind of child was Guido?
11. What did Guido look like? What was strange about his eyes?
12. What was Guido immensely interested in once?
13. What piece of music stirred him more than anything?
14. Did Guido make slow progress in playing the piano?
15. What did he start doing on his own account?
16. Did he show himself fertile in the invention of all kinds of music?
17. What word surprised the author in Guide's comment on the mu­sic?
18. Why were Robin's parents almost aggrieved?
19. What interrupted the author's work one morning?
20. What did the author see when he looked over the balustrade?
21. What sort of discovery did the author make one morning?
22. What kind of ideas came to the author's mind?

Phonetic Text Drills


Exercise 1


Transcribe and pronounce correctly the words from the text.
Signora, comedian, cogent, precocious, undue, untyrannical, to tease, to bully, to regard, to frown, to stare, luminous, to droop, concerto, gesture, to pluck, forefinger, thenceforward, succession, to loose, to enchant, to confess, to aggrieve, ex­traordinary, mischief, balustrade, to dabble, bonfire, hypote­nuse, right-angled, triangle, to implore, theorem, predilec­tion.

Exercise 2


Pronounce the words and phases where the foolowing clusters occur.
1. s+t+r
Strength, instruction, extraordinary, balustrade, demon­strating, extreme;
2. plosive + r
Proprietors, grey, brothers, brooding, break, grave, gramo­phone, preliminary, progress, agreed, prolonged;
3. plosive/n + 
Take the place, at that age, at the ground, sat there, like the subtle curve; in these, on the turn-table, stood there, again the word, made the discovery.

Exercise 3


Pronounce after the announcer and say what kind of false assimilation should be avoided.
Was the view, was the peasant, was that, as the children, months, his small companion, as the model, was strange, was straight, was the disc, was somebody, was sitting.

Exercise 4


I. Pronounce correctly the second form of regular verbs.
Lived, used, discovered, crammed, explained, imitated, loo­ked, pointed, drooped, arrived, interested, opened, plucked, asked, cocked, hummed, enchanted, surprised, aggrieved, watched.
II. Pick out compound nouns from the text, transcribe them, and put pri­mary and secondary stresses.

Exercise 5


Transcribe and intone the bit starting with 'I don't tffink I want to hear...' and ending with '... a queer word to apply to Bach.'
2010-07-19 18:44 Читать похожую статью
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • Контрольная работа
  • © Помощь студентам
    Образовательные документы для студентов.