20/8/13

John Irving: In One Person





I’m going to begin by telling you about Miss Frost. While I say to everyone that I became a writer because I read a certain novel by Charles Dickens at the formative age of fifteen, the truth is I was younger than that when I first met Miss Frost and imagined having sex with her, and this moment of my sexual awakening also marked the fitful birth of my imagination. We are formed by what we desire. In less than a minute of excited, secretive longing, I desired to become a writer and to have sex with Miss Frost—not necessarily in that order.
I met Miss Frost in a library. 
I like libraries, though I have difficulty pronouncing the word—both the plural and the singular. It seems there are certain words I have considerable trouble pronouncing: nouns, for the most part—people, places, and things that have caused me preternatural excitement, irresolvable conflict, or utter panic. Well, that is the opinion of various voice teachers and speech therapists and psychiatrists who’ve treated me—alas, without success. In elementary school, I was held back a grade due to “severe speech impairments”—an overstatement. I’m now in my late sixties, almost seventy; I’ve ceased to be interested in the cause of my mispronunciations. (Not to put too fine a point on it, but fuck the etiology.)
I don’t even try to say the etiology word, but I can manage to struggle through
a comprehensible mispronunciation of library or libraries—the botched word emerging as an unknown fruit. (“Liberry,” or “liberries,” I say—the way children do.) 
It’s all the more ironic that my first library was undistinguished. This was the public library in the small town of First Sister, Vermont—a compact red-brick building on the same street where my grandparents lived. I lived in their house on River Street—until I was fifteen, when my mom remarried. My mother met my stepfather in a play. 
The town’s amateur theatrical society was called the First Sister Players; for as far back as I can remember, I saw all the plays in our town’s little theater. My mom was the prompter—if you forgot your lines, she told you what to say. (It being
an amateur theater, there were a lot of forgotten lines.) For years, I thought the prompter was one of the actors—someone mysteriously offstage, and not in cos- tume, but a necessary contributor to the dialogue.

My stepfather was a new actor in the First Sister Players when my mother met him. He had come to town to teach at Favorite River Academy—the almost-prestigious private school, which was then all boys. For much of my young life (most certainly, by the time I was ten or eleven), I must have known that eventually, when I was “old enough,” I would go to the academy. There was a more modern and better-lit library at the prep school, but the public library in the town of First Sister was my first library, and the librarian there was my first librarian. (Incidentally, I’ve never had any trouble saying the librarian word.)
Needless to say, Miss Frost was a more memorable experience than the library. Inexcusably, it was long after meeting her that I learned her first name. Everyone called her Miss Frost, and she seemed to me to be my mom’s age—or a little younger—when I belatedly got my first library card and met her. My aunt, a most imperious person, had told me that Miss Frost “used to be very good-looking,” but it was impossible for me to imagine that Miss Frost could ever have been better-looking than she was when I met her—notwithstanding that, even as a kid, all I did was imagine things. My aunt claimed that the available men in the town used to fall all over themselves when they met Miss Frost. When one of them got up the nerve to introduce himself—to actually tell Miss Frost his name—the then-beautiful librarian would look at him coldly and icily say, “My name is Miss Frost. Never been married, never want to be.”
With that attitude, Miss Frost was still unmarried when I met her; inconceivably, to me, the available men in the town of First Sister had long stopped introducing themselves to her.
excerpt-from-in-one-person  (there you can read a bit more of this wonderful novel)


John Irving reading "In one person":




A personal introduction of In One Person from John Irving.

In One Person is about a young bisexual man who falls in love with an older transgender woman—Miss Frost, the librarian in a Vermont public library.  The bi guy is the main character, but two transgender women are the heroes of this novel—in the sense that these two characters are the ones my bisexual narrator, Billy Abbott, most looks up to.
Billy is not me.  He comes from my imagining what I might have been like if I’d acted on all my earliest impulses as a young teenager.  Most of us don’t ever act on our earliest sexual imaginings.  In fact, most of us would rather forget them—not me.  I think our sympathy for others comes, in part, from our ability to remember our feelings—to be honest about what we felt like doing.  Certainly, sexual tolerance comes from being honest with ourselves about what we have imagined sexually.
Those adults who are always telling children and young adults to abstain from doing everything—well, they must have never had a childhood or an adolescence (or they’ve conveniently forgotten what they were like when they were young).
When I was a boy, I imagined having sex with my friends’ mothers, with girls my own age—yes, even with certain older boys among my wrestling teammates.  It turned out that I liked girls, but the memory of my attractions to the “wrong” people never left me.  What I’m saying is that the impulse to bisexuality was very strong; my earliest sexual experiences—more important, my earliest sexual imaginings—taught me that sexual desire is mutable.  In fact, in my case—at a most formative age—sexual mutability was the norm.  What made me a writer was definitely a combination of what I read and what I imagined—especially, what I imagined sexually.
Billy meets the transgender librarian, Miss Frost, because he goes to the library seeking novels about “crushes on the wrong people.”  Miss Frost starts him out with the Brontë sisters—specifically, Wuthering Heights and Jane Eyre.  She expresses less confidence in Fielding’s Tom Jones, which she also gives Billy.  As she puts it, “If one can count sexual escapades as one result of crushes—”
Later, when Billy has become an avid reader and he returns to the library confessing his crush on an older boy on the wrestling team, Miss Frost—who has earlier given Billy novels by Dickens and Hardy—gives him Baldwin’s Giovanni’s Room.  (This is the same night she seduces him.)
We are formed by what we desire,” Billy tells us—in the first paragraph of the first chapter.  He adds: “I desired to become a writer and to have sex with Miss Frost—not necessarily in that order.”
Later in the novel, Billy realizes this about himself: “I knew that no one person could rescue me from wanting to have sex with men and women.”

11/8/13

1931: dream a little dream of me (Armstrong and Fitzgerald)





Stars shining bright above you
Night breezes seem to whisper, I love you
Birds singin' in the sycamore trees
Dream a little dream of me

Say nighty-night and kiss me
Just hold me tight and tell me you'll miss me
While I'm alone and blue as can be
Dream a little dream of me


Dream A Little Dream Of Me by Louis Armstrong & Ella Fitzgerald on GroovesharkStars fading but I linger on dear
Still craving your kiss
I'm longin' to linger till dawn dear
Just saying this
Sweet dreams till sunbeams find you
Sweet dreams that leave all worries behind you
But in your dreams whatever they be
Dream a little dream of me


9/8/13

School. SUPERTRAMP (1974)







School by Supertramp on GroovesharkOriginal song of the 'Crime of the Century' album by the British band Supertramp. Recorded in 1974.


I can see you in the morning when you go to school 
Don't forget your books, you know you've got to learn the golden rule, 
Teacher tells you stop your play and get on with your work 
And be like Johnnie - too-good, well don't you know he never shirks 
- he's coming along! 

After School is over you're playing in the park 
Don't be out too late, don't let it get too dark 
They tell you not to hang around and learn what life's about 
And grow up just like them - won't you let it work it out 
- and you're full of doubt 

Don't do this and don't do that 
What are they trying to do?- Make a good boy of you 
Do they know where it's at? 
Don't criticize, they're old and wise 
Do as they tell you to 
Don't want the devil to 
Come out and put your eyes 

Maybe I'm mistaken expecting you to fight 
Or maybe I'm just crazy, I don't know wrong from right 
But while I am still living, I've just got this to say 
It's always up to you if you want to be that 
Want to see that 
Want to see that way 
- you're coming along!


Roger Hodgson (Supertramp) - School Live 9 7 2011 Bospop Festival Weert Netherlands





6/8/13

Enola Gay (O.m.d.1980), a pacifist song. August 1945, atomic bombing of Japan.


Enola gay, you should have stayed at home yesterday Aha words can't describe the feeling and the way you lied These games you play, they're gonna end it more than tears someday Aha Enola Gay, it shouldn't ever have to end this way It's 8:15, and that's the time that it's always been We got your message on the radio, conditions normal and you're coming home Enola Gay, is mother proud of little boy today Aha this kiss you give, it's never ever gonna fade away Enola Gay, it shouldn't ever have to end this way Aha Enola Gay, it shouldn't fade in our dreams away It's 8:15, and that's the time that it's always been We got your message on the radio, conditions normal and you're coming home Enola Gay, is mother proud of little boy today Aha this kiss you give, it's never ever gonna fade away 

Orchestral Manoeuvres in the Dark (1980)

Enola Gay by Orchestral Manoeuvres in the Dark on Grooveshark












The atomic bombings of the cities of Hiroshima and Nagasaki in Japan were conducted by the United States during the final stages of World War II in 1945. The two events are the only use of nuclear weapons in war to date.
Following a firebombing campaign that destroyed many Japanese cities, the Allies prepared for a costly invasion of Japan. The war in Europe ended when Nazi Germany signed its instrument of surrender on 8 May, but the Pacific War continued. Together with the United Kingdom and the Republic of China, the United States called for a surrender of Japan in the Potsdam Declaration on 26 July 1945, threatening Japan with "prompt and utter destruction". The Japanese governmentignored this ultimatum. American airmen dropped Little Boy on the city of Hiroshima on 6 August 1945, followed by Fat Manover Nagasaki on 9 August.
Within the first two to four months of the bombings, the acute effects killed 90,000–166,000 people in Hiroshima and 60,000–80,000 in Nagasaki, with roughly half of the deaths in each city occurring on the first day.


 The Hiroshima prefecture health department estimated that, of the people who died on the day of the explosion, 60% died from flash or flame burns, 30% from falling debris and 10% from other causes. During the following months, large numbers died from the effect of burns, radiation sickness, and other injuries, compounded by illness. In a US estimate of the total immediate and short term cause of death, 15–20% died from radiation sickness, 20–30% from burns, and 50–60% from other injuries, compounded by illness. In both cities, most of the dead were civilians, although Hiroshima had a sizeable garrison.



The weeping Woman (LLORONA), Homage to Chavela Vargas (1919-2012)



The Weeping Woman

Frida-Chavela


(an English version)
 
They call me black-hearted, Llorona,
black-hearted, and one who beguiles.
*And like jalapeños burn you, Llorona, 
you'll pay if you yield to my wiles.
(*literally: "I am like the green chile, Llorona,
                 Burning hot yet delectable.")
 
They think I don't feel the pain, Llorona, 
because they can't see me cry.
Yet even the dead are tearless, Llorona,
and their sorrow is greater than mine.
 
O pity me, Llorona, Llorona,
and down to the river let's go.
Hold me closely inside your shawl, Llorona,
for I think I shall die in the cold.


 
If the heavens above were mine, Llorona,
for you I’d pull all the stars down.
I’d place the moon there at your feet, Llorona, 
and take the sun’s rays for your crown.

To a Savior who bore the world's pain, Llorona,
I confided my horrible grief.
But my sorrowful suffering was such, Llorona,
that it made even Jesus weep.

.

The Weeping Woman
(La Llorona)

a hispanic legend by Joe Hayes

This is a story that the old ones have been telling to children for hundreds of years. It is a sad tale, but it lives strong in the memories of the people, and there are many who swear that it is true.
Long years ago in a humble little village there lived a fine looking girl named Maria Some say she was the most beautiful girl in the world! And because she was so beautiful, Maria thought she was better than everyone else.

As Maria grew older, her beauty increased And her pride in her beauty grew too When she was a young woman, she would not even look at the young men from her village. They weren't good enough for her! "When I marry," Maria would say, "I will marry the most handsome man in the world."

And then one day, into Maria's village rode a man who seemed to be just the one she had been talking about. He was a dashing young ranchero, the son of a wealthy rancher from the southern plains. He could ride like a Comanche! In fact, if he owned a horse, and it grew tame, he would give it away and go rope a wild horse from the plains. He thought it wasn't manly to ride a horse if it wasn't half wild.

He was handsome! And he could play the guitar and sing beautifully. Maria made up her mind-that was, the man for her! She knew just the tricks to win his attention.

If the ranchero spoke when they met on the pathway, she would turn her head away. When he came to her house in the evening to play his guitar and serenade her, she wouldn't even come to the window. She refused all his costly gifts. The young man fell for her tricks. "That haughty girl, Maria, Maria! " he said to himself. "I know I can win her heart. I swear I'll marry that girl."

And so everything turned out as Maria planned. Before long, she and the ranchero became engaged and soon they were married. At first, things were fine. They had two children and they seemed to be a happy family together. But after a few years, the ranchero went back to the wild life of the prairies. He would leave town and be gone for months at a time. And when he returned home, it was only to visit his children. He seemed to care nothing for the beautiful Maria. He even talked of setting Maria aside and marrying a woman of his own wealthy class.

As proud as Maria was, of course she became very angry with the ranchero. She also began to feel anger toward her children, because he paid attention to them, but just ignored her.

One evening, as Maria was strolling with her two children on the shady pathway near the river, the ranchero came by in a carriage. An elegant lady sat on the seat beside him. He stopped and spoke to his children, but he didn't even look at Maria. He whipped the horses on up the street.

When she saw that, a terrible rage filled Maria, and it all turned against her children. And although it is sad to tell, the story says that in her anger Maria seized her two children and threw them into the river! But as they disappeared down the stream, she realized what she had done! She ran down the bank of the river, reaching out her arms to them. But they were long gone.

The next morning, a traveler brought word to the villagers that a beautiful woman lay dead on the bank of the river. That is where they found Maria, and they laid her to rest where she had fallen.

But the first night Maria was in the grave, the villagers heard the sound of crying down by the river. It was not the wind, it was La Llorona crying. "Where are my children?" And they saw a woman walking up and down the bank of the river, dressed in a long white robe, the way they had dressed Maria for burial. On many a dark night they saw her walk the river bank and cry for her children. And so they no longer spoke of her as Maria. They called her La Llorona, the weeping woman. And by that name she is known to this day. Children are warned not to go out in the dark, for, La Llorona might snatch them and never return them.




5/8/13

13 Roses (executed on August 5, 1939)


It tells the story of 13 young women who were sentenced to death by a military court for a crime they had not committed: an attack on a military official during the first years of Franco's dictatorship in which three people died. The women were already in jail when the assault took place.

Arrested a month after the end of the Spanish Civil War, the women were sympathizers of the socialist Spanish Republic which was overthrown by the fascist Nationalist forces. They suffered harsh interrogations and were jailed at Las Ventas in Madrid. The women, known as the 13 roses were executed at dawn on August 5, 1939.

There's a film: Las 13 rosas (2007)

Plot: True story of thirteen totally normal young women that suffered harsh questioning and were put in prison under made up charges of helping the rebellion against Franco back in the 1940's. Despite of their innocence, the thirteen were soon executed without even a trace of evidence of any wrong doing.

And the couple of documentaries you can watch here. They were broadcast on Spanish TV.
The first documentary (in nine parts) is called From Oblivion to Memory; the second one is a quote from one of the women's last letters: not my name be cut off from history (que mi nombre no se borre de la historia)











EL PAÍS 2005
EL PAÍS 2009

1/8/13

Common Euopean Framework levels


Comparison of CEF levels and scores for the various exams

Council of Europe levels

Description

C2

Mastery
The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker.
Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.

All practice tests at this level 

C1

Effective Operational Proficiency
The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.
Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.

All practice tests at this level 

B2

Vantage
The capacity to achieve most goals and express oneself on a range of topics.
Example: CAN show visitors around and give a detailed description of a place.
All practice tests at this level

B1

Threshold
The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.
Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.

All practice tests at this level

A2

Waystage
An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
Example: CAN take part in a routine conversation on simple predictable topics.
All practice tests at this level

A1

Breakthrough
A basic ability to communicate and exchange information in a simple way.
Example: CAN ask simple questions about a menu and understand simple answers.

Click here for a free test to check your level.
CEFLevelCambridgeESOLIELTSTOEFLiBTTOEICMichiganBULATSPTE GeneralPTE Academic
C2CPE9  ECPE level 585+
  8   90  
C1CAE
BEC Higher
7.5110-120880  level 476-84
  6.5   75  
B2FCE
BEC Vantage
687-109 ECCE level 359-75
  5   60  
B1PET
BEC Prelim
4.557-86550  level 243-58
  4   40  
A2KET     level 130-42
      20  


The table below shows you the grammar areas that you should be studying at each of the CEF levels:
Council of Europe levels

Grammar

A1

Possessive s
Prepositions, common
Prepositions of place
Prepositions of time, including in/on/at
Present continuous
Present simple
Pronouns: simple, personal
Questions
There is/are
To be, including question+negatives
Verb + ing: like/hate/love

A2

Past continuous
Past simple
Phrasal verbs – common
Possessives – use of ‘s, s’
Prepositional phrases (place, time and movement)
Prepositions of time: on/in/at
Present continuous
Present continuous for future
Present perfect
Questions
Verb + ing/infinitive: like/
want-would like
Wh-questions in past
Zero and 1st conditional

B1

Past continuous
Past perfect
Past simple
Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech (range of tenses)
Simple passive
Wh- questions in the past
Will and going to, for prediction

B2

Adjectives and adverbs
Future continuous
Future perfect
Future perfect continuous
Mixed conditionals
Modals – can’t have, needn’t have
Modals of deduction and speculation
Narrative tenses
Passives
Past perfect
Past perfect continuous
Phrasal verbs, extended
Relative clauses
Reported speech
Will and going to, for prediction
Wish
Would expressing habits, in the past

C1

Futures (revision)
Inversion with negative adverbials
Mixed conditionals in past, present
and future

Modals in the past
Narrative tenses for experience,
incl. passive
Passive forms, all
Phrasal verbs, especially splitting
Wish/if only regrets
Source: British Council / EQUALS Core Inventory