English IV Through ESOL

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1 English IV Through ESOL The Novel: Lesson 4: The Phantom of the Opera by Gaston Leroux Chapter 7: Above the Trapdoors ; Chapter 8: The Disappearance FCAT Reading/Writing Focus: Information Gathering FCAT Support Skills: Elements of Suspense, Connotative Meanings of Words, Reading Critically-Visualization Language Focus: Noun clauses beginning with that (*key words in RED) Text: The Phantom of the Opera (Leroux) (Pacemaker Classic) Chapter 7: Above the Trapdoors The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole agree (that) acordamos (que) dakò apart separado apa, akote avoid evitar eskive,evite bang golpear frape bathe enjugar benyen believe (that) creer (que) kwè belong to pertenecer a apateni, pou beneath debajo anba Bony huesudo zo bubbling (adj) burbujeante bouyi, kimen cellar sótano kav cloak manto, capa manto maskaj coffin ataúd sèkèy compose componer konpoze confess (that) confesar (que) konfese corpse cadáver kadav crawl gatear rale curse maldición madichon dangerous peligroso (a) danjere deceived (adj) engañado(a) sedui demon demonio demon dig (dug) cavar (cavó) fouye distracted (adj) distraído distrè engaged (adj) comprometidos angaje expedition expedición ekspedisyon explore explorar eksplore faint desmayarse endispoze,tonbe figure out (that) imaginarse (que) figire, detèmine find out (that) encontró (que) jwenn,dekouvri force (v) forzar fòse fury furia fache,firye grab agarrar sezi heaven cielo syèl hiss silbido de reptil (siseo) voltije, sifle imaginary imaginario imajinè immediately súbitamente, de súbito imedyatman Page 1

2 Chapter 7: Above the Trapdoors (continued) The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole incredible increíble enkwayab jealous celoso jalou lie (v) mentir manti lift (v) levantar leve low (lowest) bajo (el más bajo, bajísimo) ba,piba mask máscara, careta mas might pudiera dwe moan (v) quejarse rannisman,j emisman murder (v) asesinar touye nervous nervioso(a) nève occurrence acontecimiento rive,pase organ órgano og permit (v) permitir pèmèt polar (North Pole) polar (Polo Norte) pòl nò power poder pisans pretend (that) aparentaban (que) pretann promise(that) prometer (que) pwomèt prop atrezzo, utilería sipò,soutyen,apui realize (that) descubrir (que) reyalize refuse rehusar refize roof techo fetay,dokay, twati secretly secretamente sekrètman several varios, varias anpil shadow sombra lonbraj shut cerrada fèmen silent silencioso, mudo silans skull cráneo eskèlèt society sociedad sosyete stage escenario platfòm stolen robada vòlè,pran stories cuentos istwa struggle lucha lite trapdoor escotillón* pòtpèlen triumphant triunfal triyonfan underground subterráneo anbatè wardrobe ropero amwa warn advertir cho weep(wept) sollozar (sollozó) kriye withered (adj) marchito (a) fane,fletri wrist muñeca ponyèt Page 2

3 Chapter 8: The Disappearance The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole appear aparecer parèt arrange arreglar aranje,ranje assume (that) asumieron (que) panse,sipoze audience público, audiencia odyans coachman cochero chofè column (news) columna de noticias kolòn (nouvèl) directly directamente dirèkteman disappear desapareció disparèt doubt (that) dudar (que) doute foolish tonto foli gossip chisme jouda intended con la intención te vle luggage equipaje valiz nobleman gentilhombre, noble gason nòb observe (that) observar (que) obsève outstretched extendidos (a) detire performance actuación pèfòmans prevent prevenir prevni prize partido rri revenge venganza revanj ridiculous ridículo ridikil rival rival rival soul alma nanm upset disgustado fache,enkyè vanish desaparecer disparèt wealthy acomodados rich wool lana lèn Page 3

4 English Summary Lesson 4: The Phantom of the Opera by Gaston Leroux Chapter 7: Above the Trapdoors ; Chapter 8: The Disappearance Chapter 7: Above the Trapdoors Raoul found out that in one month he had to go on a polar expedition to the North Pole. Christine knew that at the end of that month she would never see Raoul again. Christine and Raoul could never be married, so they secretly pretended that they were engaged. For about a week, Christine and Raoul enjoyed the game, but Raoul s heart was too sad to think about leaving Christine. Christine believed that they were playing a dangerous game, so she decided that she would stay away from Raoul. When Christine sang in the opera, she was triumphant. At the end of two days apart, Raoul and Christine realized that they had to be together. They explored the opera house, walked in the gardens, and Raoul listened to Christine practice. Christine took Raoul above the stage to the wardrobe and prop rooms. They figured out that the opera house was seventeen stories high. In the opera house, strange occurrences made Christine nervous. One time, Christine thought that she saw imaginary shadows. Another time, near the trapdoor leading to the lower part of the opera house, the trapdoor suddenly banged shut. Raoul hoped that Christine would take him through the trapdoor. Christine refused because everything underground and beneath the stage belonged to the ghost. Christine knew that the ghost had shut himself up beneath the stage to work. For several days, Raoul and Christine avoided the trapdoors. Raoul promised that he would save Christine from the ghost s power. However, Christine became more nervous every day. Another day, a shadow followed Raoul and Christine to the top floor of the opera house. They did not know that the silent shadow was following them, but it stopped when they stopped, and walked when they walked. When Raoul and Christine got to the roof of the opera house, they could see the city of Paris below them. Christine made Raoul promise that he would take her away by force if necessary. On her last day with Raoul, Christine feared that something terrible if she did not return to the phantom. First, the phantom might take her away to his house on the lake. Then the phantom might tell her he loved her, and weep those terrible tears. Christine could not bear to see the phantom s tears again. Raoul wanted Christine to leave immediately. Finally, Christine decided that she must let the phantom hear her sing one more night in the opera before she went away. Christine finally told Raoul how she met the phantom of the opera. Christine had heard the phantom singing for three months before she ever met him. At first, Christine heard his voice sing, but then the voice began to talk to her and ask her questions. Christine thought that the voice might be the Angel of Music her father had promised to send to her. When Christine asked the voice if it was her Angel of Music, it said yes. Christine became good friends with the voice and started music lessons. When the voice learned about Raoul, it became sad. The voice said that it would go back to heaven if Christine gave her heart away on this earth. Raoul had a high position in society, and Christine had a poor childhood. Therefore, society did not permit their marriage. However, the phantom did not believe that society could keep Raoul and Christine apart, and soon, he became jealous of Raoul. When Christine invited Raoul to go to Perros, the phantom was so jealous he pretended that he was Christine s Angel of Music. The Angel of Music promised that he would play something incredible on her father s violin. Christine thought that she must do what her Angel said, so she met him in the graveyard that night. Christine did not understand how she had been so deceived under the phantom s control. Christine finally learned the truth the night the chandelier fell in the opera house. That Page 4

5 night, Christine ran to her dressing room looking for Raoul, when a strange thing happened. Christine s dressing room changed into a dark hallway, and the stone-cold bony hand of the phantom grabbed her wrist. The phantom wore a cloak and a mask, and he smelled of death. Christine struggled and fainted. When Christine woke up, she was in the darkness near a bubbling well. The phantom was bathing her head with water. Then he lifted Christine up and placed her on a white horse. Christine remembered that the horse s name was César. The ghost had stolen César from the opera horses. Now Christine realized that the opera ghost and the voice in her dressing room were the same man. The masked man and the white horse took Christine down and down to the lowest cellar of the opera where there was a lake. The phantom lifted Christine into a boat and then took her to a room that was decorated with many flowers. Christine tried to tear off the phantom s mask, but he stopped her, and warned never to touch his mask. Then he confessed that he was not a ghost or the Angel of Music, but his name was Erik. Christine continued to tell her story to Raoul. In the phantom s room filled with flowers, he wept, moaned, crawled on the floor, and confessed his lies to Christine. After that, Christine believed that Erik would die if she left him. Christine believed that Erik would murder for her. She knew the ghost loved her, so she told him that she would hate him if he did not let her go. In his room, Erik had an open coffin in the middle of the bed, and he had an organ to compose his music. Christine learned that when Erik finished his music composition, he planned to take it with him into his coffin, and never wake up again. Then Erik played music for Christine, and he was so distracted he forgot about everything around him. That was when Christine pulled off the mask and saw the horror of the phantom s face. Erik s face was a withered human skull with four black holes for the eyes, nose, and mouth. Erik s face had the fury of a demon, and he hissed and cursed at Christine. He took Christine s hand and dug her fingernails into his face, and then crawled to his room weeping. The man who loved Christine looked like a corpse. One month passed. Erik had worn a mask since he was a baby, and Christine felt sorry for him. However, she lied to Erik to get away. Christine reassured Erik that his face did not frighten her, and she told him his music was beautiful. When Erik finally let Christine go, he gave her a gold ring. After hearing Christine s story, Raoul wanted to leave immediately. However, Christine had promised that she would return, and believed that she must sing one more time for the phantom of the opera. Raoul agreed that she would sing, but he would take her away after the opera, no matter what happened. Then, suddenly, Christine realized that she had lost the gold ring. Chapter 8: The Disappearance Raoul was upset when Christine told him about Erik. Raoul knew that Erik was his rival for Christine s love. Raoul went to see his brother Philippe to tell him that he was leaving with Christine. Raoul s brother Philippe showed him the gossip column in the newspaper. Philippe had read that Viscount Raoul de Chagny and Miss Christine Daaè were in love, and the brother Philippe intended to prevent a marriage. The brothers had different opinions. Philippe felt that Raoul was ridiculous to listen to a girl with ghost stories. However, Raoul had already decided that he was taking Christine away with him that same night. Philippe wanted to stop this foolish action. Raoul arranged for everything for the trip, including the food, luggage, money, carriage, horses, and coachman. The newspaper had an effect on the people at the opera. The people assumed that the newspaper was correct. The people observed that Philippe was in his box alone, and they whispered about Raoul s absence. The people were unfriendly to Christine. Raoul was a wealthy nobleman and a high prize for a girl who came from a poor family. They doubted that Christine was good enough for a nobleman. However, Christine sang with all her heart and soul and the audience loved it. Page 5

6 When Christine began to sing in the last act, Raoul appeared in the center of the theater. Raoul stood there as Christine sang directly to him with her arms outstretched. Suddenly, all of the lights went out, but the darkness quickly vanished and the lights came back on. Raoul screamed and Philippe jumped to his feet. Christine had disappeared right in front of everyone in the middle of the performance, and no one knew how or where she was. Raoul ran through the theater calling Christine s name. Raoul believed that Erik must have heard their secret and wanted revenge. The police commissioner went with Raoul to find the managers. A man known as the Persian quietly stopped Raoul and warned him not to speak about Erik. The Persian had dark skin and green eyes, and he wore a long coat and a wool hat. The Persian disappeared as quickly as Raoul saw him. Raoul told police Commissioner Milfroid about the Angel of Music who was also the phantom of the opera. After Raoul told the police everything, he heard that the carriage belonging to his brother Philippe was seen leaving Paris. As Raoul ran from the office, the Persian stopped him in the hallway. Page 6

7 Spanish Summary Lección 4: El Fantasma de la Ópera de Gaston Leroux Capítulo 7: Sobre el escotillón ; Capítulo 8: La desaparición Capítulo 7: Sobre el escotillón Raoul se enteró de tenía que salir en una expedición al Polo Norte dentro de un mes, y Christine sabía que después de que transcurriera ese tiempo, no lo volvería a ver jamás. Ellos no podrían casarse nunca, por lo que aparentaban estar comprometidos secretamente. Disfrutaron de aquel juego por una semana, pero el corazón de Raúl estaba demasiado triste para pensar en dejar a Christine. La joven reflexionó acerca de lo peligroso que aquella farsa y decidió permanecer alejada de Raoul mientras cantaba magistralmente en la ópera. Después de dos días de estar separados, ambos se dieron cuenta de la necesidad que tenían de estar juntos. Entonces, recorrieron el edificio de la ópera y anduvieron por sus jardines; él escuchaba las clases de práctica de Christine; ella lo llevaba a las salas de vestuario y de atrezzo que estaban en el piso encima del escenario y calcularon que el inmueble tendría diecisiete pisos de altura. Por otro lado, los extraños sucesos que acontecían en el teatro hacían que Christine se pusiera nerviosa. En una ocasión, pensó que veía sombras imaginarias; en otra, estando cerca del escotillón que conducía a la parte subterránea del teatro, sintieron que este se cerraba con un golpe súbito. Raoul esperaba que Christine lo llevara más allá del escotillón, pero ella se negó porque sabía que toda la zona subterránea y de debajo del escenario era propiedad del fantasma, quien se había encerrado en ese lugar para trabajar. Por varios días los enamorados evitaron el escotillón; él le prometió a su amada que la salvaría del poder del fantasma, pero, a pesar de esa promesa, ella se sentía cada día más inquieta. En otra oportunidad, una sombra los persiguió hasta lo más alto del edificio; no percibieron que la silenciosa sombra iba tras ellos, pero esta se detenía cuando se paraban y proseguía cuando echaban a andar. Cuando llegaron a la azotea, pudieron admirar las luces de París que brillaban a sus pies, fue en aquel sitio donde Christine hizo que él le prometiera que se la llevaría lejos, aunque fuera necesario hacerlo a la fuerza. En el último día que compartieron juntos, Christine temía que algo terrible pasara si no regresaba al lado del fantasma, quien podría llevársela a la casa que tenía en el lago, donde le declararía su amor y derramaría de nuevo aquellas terribles lágrimas que su vista no podía soportar. Raoul quería que Christine se fuera inmediatamente con él, pero al final, ella decidió que tenía que dejar que el fantasma la oyera cantar una noche más antes de marcharse. Por fin, la joven le contó a Raoul la manera en que conoció personalmente al fantasma después de haber estado escuchándolo cantar por tres meses. Al principio, solo oía su voz, pero, después de un tiempo, dicha voz comenzó a hablarle y a hacerle preguntas. Ella pensó que posiblemente fuera su Ángel de la Música, a quien su padre había prometido enviarle y cuando le preguntó que si era su Ángel, la voz le respondió que sí. Se convirtieron en buenos amigos y comenzaron las clases de música de la muchacha. Cuando la voz supo acerca de Raoul, se afligió y dijo que regresaría a los cielos si Christine entregaba su corazón a un mortal. Raoul disfrutaba de una buena posición en la alta sociedad, pero Christine había tenido una infancia muy pobre, por esa razón el gran mundo no aprobaba su unión. Sin embargo, el fantasma no creía que la sociedad pudiera mantenerlos separados así que sintió celos de él desde el principio. Cuando Christine invitó a Raoul a ir a Perros, el fantasma se puso tan celoso que fingió que era el Ángel de la Música de Christine y le prometió que tocaría una melodía increíble en el violín de su padre. Ella pensó que tenía que hacer lo que su Ángel le dijera, así que fue a encontrarse con él esa noche en el cementerio. Christine no comprendía cómo el fantasma la había engañado tan fácilmente, al fin, se Page 7

8 enteró de toda la verdad el día en que la lámpara de araña se desplomó en la ópera. Esa noche, Christine corrió hacia su vestidor buscando a Raoul y sucedió algo extraño, su vestidor se convirtió en un corredor oscuro, y la mano huesuda y fría como el mármol del fantasma la agarró por la muñeca; el espectro tenía puesto una capa y una máscara, y emanaba de él un hedor a muerte, la joven luchó por zafarse, pero se desmayó. Cuando volvió en sí, Christine estaba en tinieblas, tendida cerca de un pozo burbujeante, de donde el fantasma tomaba el agua con que estaba enjugándole la cabeza, luego la alzó y la montó en un caballo blanco. La joven recordó que el nombre de aquel caballo era César y que se decía que el fantasma se lo había robado de las caballerizas de la ópera. En aquel momento, Christine se dio cuenta que el fantasma de la ópera y la persona cuya voz escuchaba en su vestidor eran el mismo hombre. El enmascarado se llevó a Christine cabalgando en el caballo blanco, descendiendo más y más, hasta lo más profundo de los cimientos del teatro, donde había un lago. La cargó de nuevo en sus brazos y la colocó en un bote que los condujo hasta una habitación profusamente decorada con flores. Christine trató de sacarle la máscara, pero él la detuvo y le advirtió que nunca más se atreviera a tocar su antifaz. Entonces le confesó que no era el fantasma de la Ópera ni el Ángel de la Música, sino que se llamaba Erik. Christine continuaba con su relato. En aquella habitación llena de flores, el tal Erik sollozó, se lamentó, se revolcó en el suelo y le confesó todas sus mentiras. Después de aquello, ella creyó que si lo abandonaba él se moriría, asimismo estaba convencida que él sería capaz de matar por ella. También, persuadida de que el fantasma la amaba, le advirtió que si no la dejaba libre lo aborrecería. En su habitación, Erik tenía un ataúd abierto en medio de la cama y un órgano para componer su música, fue así como se enteró que cuando él terminara de componer, planeaba agarrar su música, meterse en el ataúd y no despertar jamás. Erik tocó para Christine, tan ensimismado, que se olvidó del mundo a su alrededor; fue en ese preciso momento que ella aprovechó para arrancarle la máscara y ver su horripilante cara. El rostro de Erik era un pálido cráneo humano que en el lugar de los ojos, la nariz y la boca tenía cuatro orificios negros; a la sazón su expresión tenía la furia de un demonio y silbaba como una serpiente, maldiciéndola. Erik agarró la mano de Christine y enterró los dedos de la muchacha en su rostro, luego la soltó y se fue a su cuarto arrastrándose y sollozando. Christine Daaè se horrorizó: el hombre que la amaba tan apasionadamente tenía el aspecto de un cadáver. En el transcurso de un mes, Christine se enteró de que Erik había usado una máscara desde que era un bebé y sintió lástima de él. Sin embargo, le mintió acerca de sus planes de escaparse. Ella llegó a asegurarle que su rostro no la espantaba y que su música era bella. Por fin, Erik permitió que Christine se marchara y le regaló el anillo de oro. Cuando Raoul terminó de escuchar la historia, quería que se escaparan inmediatamente, pero Christine había prometido que regresaría y pensaba que estaba obligada a cantar una vez más para el fantasma de la ópera. Raoul estuvo de acuerdo con que cantara, pero, eso sí, después de la función se la llevaría aunque fuera a la fuerza y pasara lo que pasara. En ese instante Christine se dio cuenta que había perdido el anillo de oro. Capítulo 8: La desaparición Raoul se molestó cuando Christine le contó sobre Erik, sabía que era su rival por el amor de la muchacha, así que rápidamente fue a ver a su hermano Philippe para decirle que se marchaba de París con ella. Al encontrarse con su hermano, este le enseñó la columna de chismes del diario donde había leído que el Vizconde Raoul de Chagny y la Señorita Christine Daaè estaban enamorados, pero que el hermano mayor de este, Philippe, intentaba impedir el matrimonio. Ambos tenían opiniones diferentes: Philippe creía que su hermano hacía el ridículo al prestar atención a una joven que contaba historias de aparecidos; por su parte, Page 8

9 Raoul ya había decidido que se llevaría a Christine bien lejos aquella misma noche. Philippe quería evitar aquella huída que consideraba una necedad. Raoul se encargó de todos los detalles de la fuga: comida, equipaje, dinero, carruaje, caballos y cochero. Lo publicado en el diario había afectado a los asiduos a la ópera, pues asumían que tenía razón, observaban que Philippe estaba solo en el palco y murmuraban acerca de la ausencia de Raoul. La mayoría de las personas eran hostiles a Christine porque la consideraban culpable de la situación. Raoul era un opulento aristócrata y un buen partido para una muchacha que provenía de una familia pobre; además dudaban que ella fuera lo suficientemente buena para un gentilhombre. A pesar de todo, Christine seguía cantándo con todo el corazón y toda el alma, y al público le encantaba. Cuando Christine comenzó a cantar en el último acto, apareció Raoul, parado en medio del teatro, la joven extendió sus brazos hacia él, cantándole directamente. De repente, todas las luces se apagaron, pero la oscuridad se disipó rápidamente y se restableció la iluminación. Raoul pegó un grito causando que su hermano Philippe se parara de un salto. Justo en medio de la función Christine había desaparecido enfrente de todos, nadie supo cómo ni dónde. Raoul corrió por el teatro llamándola, intuía que Erik se había enterado del secreto de ellos y quería vengarse. El comisario fue con Raoul a buscar a los gerentes del teatro. Un hombre de piel morena y ojos verdes, conocido como el Persa, vestido con un abrigo largo y una gorra de lana, detuvo a Raoul y le advirtió sosegadamente que no mencionara a Erik; acto seguido, desapareció. El joven refirió al Comisario Milfroid que el Ángel de la Música y el Fantasma de la Ópera eran la misma persona. Cuando terminó de contarle todo al policía, escuchó decir que el carruaje de su hermano Philippe había sido visto abandonando la ciudad; Raoul salió corriendo de la oficina y el Persa volvió a atajarlo en el pasillo. Page 9

10 Haitian Creole Summary Lesson 4: Fantòm Opera A dapre Gaston Leroux Chapter 7: Anlè Trap yo ; Chapter 8: Disparisyon an Chapter 7: Anlè Pòtpèlen yo Raoul dekouvri nan yon mwa li te gen pou ale nan yon ekspedisyon polè nan Pol Nò. Christine te konnen nan fen mwa sa a li patap jam wè Raoul ankò. Christine ak Raoul patap jam kapab marye, konsa sekrètman yo te pretann yo te fiyanse. Christine ak Raoul te pwofite amizman an pou anviwon yon semèn, men kè Raoul te vin twò tris pou l wè l ap kite Christine. Christine te kwè yo t ap jwe yon move jwèt, konsa li te deside pou l te rete lwen Raoul. Lè Christine te chante nan opera a, se te bèl bagay. A la fen de jou yo te pase separe yonn ak lòt la, Raoul ak Christine te reyalize yo pa kab kite fòk yo rete ansanm. Yo te eksplore mezondopera a, mache nan jaden yo, epi Raoul te koute vwa Christine k ap pratike. Christine te mennen Raoul anlè platfòm nan direksyon amwa ak cham sipò yo. Yo te dekouvri mezondopera a te gen disèt etaj dewotè. Nan mezondopera a, bagay etranj ki te rive te mete Christine sou tansyon. Yon fwa menm, Christine te panse li te wè lonbraj imajinè. Yon lòt fwa, toupre pèlen ki mennen nan seksyon ki pi ba nan kay mezondopera a, soudènman pèlen an fèmen ak vyolans. Raoul te espere Christine t ap antre nan pèlen an avèk li. Christine te refize paske tout bagay ki nan sousòl la ak pa anba platfòm nan se pou yon zonbi yo ye. Christine te konnen zonbi a te fèmen tèt li anba platform lan pou l travay. Pandan plizyè jou, Raoul ak Christine te evite pèlen yo. Raoul te pwomèt li ta sove Christine anba pouvwa zonbi a. Sepandan, chak jou ki te pase, Christine te vin pi eksite. Yon lòt jou, te gen yon lonbraj ki te swiv Raoul ak Christine jouk anlè nan dènye etaj mezondopera a. Yo pat konnen si yo te gen yon lonbraj silansye ki tap swiv yo, men li te kanpe lè yo te kanpe, epi li te mache lè yo te mache. Lè Raoul ak Christine te rive sou tèt fetay mezondopera a, yo te kab wè vil Paris anba yo. Christine te fè Raoul pwomèt pou l ta pran l avèk li menm ak fòs si li ta nesesè. Nan dènye jou l avèk Raoul, Christine te pè kèk bagay tèrib ta rive l si l pat retounen ale jwen fantòm lan. Premyèman, fantòm lan kab byen ale avèk li nan kay li sou lak la. Answuit fantòm lan k ab di l li renmen l, epi siye dlo tèrib ki nan je l yo. Christine pa t gen kouraj pou wè dlo ap koule nan je fantòm lan ankò. Raoul te vle kite Christine imedyatman. Finalman, Christine te deside li dwe kite fantòm lan tande l k ap chante yon dènye swa nan opera a anvan li pati. Finalman Christine te di Raoul kouman li te rankontre ak fantòm lan nan opera. Christine te tande fantòm lan chante pandan twa mwa avan li te resi rankontre l. Avan tou, Christine te tande vwa l k ap chante, men apre vwa a te koumanse pale avèk li epi poze l kesyon. Christine te panse se te kab vwa yon Anj Mizik papa l te pwomèt pou voye pou li. Lè Christine te mande vwa a si se li ki te vwa Anj Mizik la, li te di wi. Christine te vin bon zanmi ak vwa a epi li te koumanse leson mizik. Lè vwa a te vin aprann osijè Raoul, li te vin tris. Vwa a te di l ap tounen nan syèl si Christine te bay yon moun kè l sou latè. Raoul te okipe yon pozisyon ki wo nan sosyete epi Christine te gen yon anfans ki pòv. Konsa, sosyete a pat pèmèt yo marye ansanm. Sepandan, fantòm lan pat kwè sosyete te kapab separe Raoul ak Christine, epi osito li te vin jalou kont Raoul. Lè Christine te envite Raoul pou ale nan Perros, fantòm lan te tèlman vin jalou li te pretann li se Anj Mizik Christine. Anj Mizik la te pwomèt li ta jwe yon mòso enkwayab sou vyolon papa Christine lan. Christine te panse li te dwe fè sa Anj li te di, konsa li te rankontre avèk li nan simityè a jou swa sa a. Christine pat konprann kouman li te twonpe anba kontwòl fantòm lan. Finalman, Christine te aprann la verite nan nwit kote chandelye a te tonbe nan mezondopera a. Nan nwit sa a, Christine te kouri nan chanb kote yo abiye a pou chèche Raoul, pandan yon bagay etranj Page 10

11 te rive. Chanb Christine abiye a te tounen yon koulwa tou nwa, epi zo men frèt fantòm lan te kenbe ren l. Fantòm lan te gen sou li manto ak yon mas, epi li te gen sant lanmò. Christine te lite epi li te endispoze. Lè Christine reveye, li te nan fè nwa toupre yon pi k ap kimen. Fantòm lan t ap lave tèt li ak dlo. Apre sa li leve Christine anlè epi li mete l sou yon chwal blan. Christine te sonje non chwal la se te César. Fantòm lan te vòlè César pami chwal opera yo. Koulye a Christine te reyalize zonbi opera ak vwa ki te nan sal abiman an te menm. Gason maske a ak chwal blan an mennen Christine anba, epi byen fon nan souteren ki pi fon nan opera a kote te gen yon etan. Fantòm lan leve Christine mete nan yon bato epi li mennen l nan yon jaden ki te dekore ak anpil flè. Christine te eseye dechire mas fantòm lan, men fantòm lan te anpeche l, epi li te avèti l pou l pa janm touche mas la. Epi li te konfese li pa t ni yon zonbi ni Anj Mizik la, men non li se Erik. Christine te kontinye rakonte Raoul istwa l la. Nan sal fantòm lan ki te ranpli ak flè a, li te kriye, ranni, ralesouvant, epi konfese mansonj li devan Christine. Apre sa, Christine te kwè Erik ta mouri si l te kite l. Christine te kwè Erik ta touye moun akòz li. Li te konnen zonbi a te renmen l, konsa li te di l li ta va rayi l si li pa t kite l ale. Nan sal li a, Erik te gen yon sèkèy ouvè nan mitan kaban lan, epi li te genyen yon òg pou l konpoze mizik li. Christine te aprann lè Erik te fini konpozisyon mizik li, li te planifye pou l te antre avèk li nan sèkèy la, epi pou l pa janm reveye ankò. Apre sa Erik te jwe mizik pou Christine, epi li te sitèlman distrè li te bliye tout bagay ki te antoure l. Se te lè sa a Christine te rale mas la epi li te wè freyè ki te nan vizaj fantòm lan. Vizaj Erik te yon eskelèt moun ki fletri ak kat twou nwa pou zye yo, nen, ak bouch. Vizaj Erik te gen raj yon demon, epi li te sifle li bay Christine madichon. Li te pran men Christine epi li foure zong li yo nan vizaj li, ralesouvant nan sal la pandan l ap kriye. Gason ki te renmen Christine lan te sanble ak yon kadav. Yon mwa te pase. Erik te pote yon mas depi lè li te yon bebe, Christine te pran lapenn pou li. Sepandan, li te bay Erik manti pou l te kab sove. Christine te reasire Erik vizaj li pa t fè l pè, li di l mizik li a bèl. Finalman lè Erik te kite Christine ale, li te bali yon bag annò. Apre Raoul te fin tande istwa Christine, li te vle pati imedyatman. Sepandan, Christine te pwomèt lap retoumen, li kwè li dwe chante yon lòt fwa pou fantòm opera a. Raoul dakò li ta dwe chante, men li t ap pran l pou ale avèk li apre opera a, kèlkilanswa sa k te rive. Nan ka sa a, osito, Christine te reyalize li te dwe pèdi bag annò a. Chapter 8: Disparisyon an Raoul fache lè Christine rakonte l istwa Erik la. Raoul konnen Erik se yon rival amoure pou li poutèt Christine. Raoul al wè frè l Philippe pou l di l li t ap pati ak Christine. Philippe frè Raoul la montre l kolòn tripotaj ki nan jounal la. Philippe li Viskont Raoul de Chagny ak Miss Christine Daaè te tonbe damou, epi frè Philippe te gen entansyon pou anpeche maryaj la. Frè yo gen opinyon ki diferan. Philippe santi Raoul ridikil pou l koute yon fi ki gen istwa zonbi. Sepandan, Raoul te deja deside l ap pati avèk Christine menm jou swa sa a. Philippe te vle stope aksyon foli sa a. Raoul range tout bagay pou vwayaj la, ki enkli manje, valiz, lajan, transpò, cheval, ak chofè. Jounal la fè efè sou moun nan opera a. Moun yo panse jounal anfòm. Moun yo obsève Philippe ki izole poukont li, epi yo tap fè jouda osijè absans Raoul. Moun yo te koumanse vin tyèd ak Christine. Raoul te yon mesye nòb ki te rich epi li yon chaj ki lou pou yon fi ki sòti nan yon fanmi ki pòv. Yo te doute Christine te prezantab pou yon gason nòb. Sepandan, Christine te chante avèk tout kè li ak tout nanm li epi odyans la te renmen sa. Lè Christine koumanse chante nan dènye pèfòmans la, Raoul parèt nan mitan sal teyat la. Raoul kanpe la pandan Christine chante dirèkteman pou li ak bra l ouvè. Soudèman, tout limyè te etenn,men fè nwa a te pase vit epi limyè yo te retounen limen. Raoul te pouse yon kri epi Philippe kouri kanpe sou pye l. Christine te disparèt la devan je tout moun nan mitan pèfòmans la, epi pa gen moun ki te konnen kouman sa te fèt epi ki kote l te ye. Raoul kouri nan sal teyat la Page 11

12 ap rele non Christine. Raoul kwè Erik dwe te tande sekrè yo epi li te vle revanj. Komisyonè polis te ale ak Raoul pou jwenn administratè yo. Gen yon gason yo konnen kòm Pèsyen ki te kanpe Raoul tou dousman epi li avèti l pou l pa pale osijè Erik. Pèsyen an te genkoulè nwa ak zye vèt, epi li te genyen sou li yon manto long ak yon chapo lèn nan tèt li. Pèsyen an te disparèt nan yon bat je apre Raoul te wè l. Raoul te di komisyonè polis la ki se Milfroid osijè Anj Mizik la ki te egalman yon fantòm nan opera a. Apre Raoul te di lapolis tout bagay, li te tande transpò ki pou frè l la Philippe t ap kite Paris. Kòm Raoul te kouri sòti nan biwo a Pèsyen an te rete l nan koulwa la. Page 12

13 Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Phantom of the Opera: Lesson 4: Minimal Pairs Activity: bathe/bayed lied/ride bang/bag bony/pony roof/ruth polar/bowler hiss/his dug/thug faint/paint wealth/welt jealous/zealous shut/jut prize/price wither/whither wrist/list believed/bereaved coach/coat force/fours dig/jig stage/stays Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase. Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Phantom of the Opera: Lesson 4: Team Spelling Activity: Use the following words for the test. The teacher gives the present form, and students respond with the simple past form. Examples: refuse (refused) dig (dug) assume, bathe, compose, doubt, find, grab, hiss, murder, permit, shut, steal, warn, weep Page 13

14 Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around Make a star in front of Connect 1322 and 1673 with a line. b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in The teacher says, Circle the verb. Put a box around the preposition. c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point. The Phantom of the Opera: Lesson 4: Follow Directions Activity: Provide teams with colored pencils and paper. Teams will follow directions to create a Compound Words Wheel (Here are 8 compound words for the 8 pins on the wheel: trapdoor, keyboard, coachman, footstep, underground, newspaper, backstage, outstretched) Directions to make the pinwheel: (Or use the reproducible pinwheel diagram provided below) 1. Draw a circle in the middle of the paper. Write the title, Compound Words Wheel in the circle. Color the circle yellow. 2. Draw eight diamond-shaped pins coming out from the circle (to make the shape of a pinwheel). 3. Divide each diamond into two triangles. Color each triangle in the diamond a different color. (Each diamond will have two different colors.) Directions for compound words: 1. In the 1st diamond pin, in the first triangle, write the word trap. In the other triangle, write the word door. Now read the two words together as one word ( trapdoor ). 2. In the 2nd diamond pin, in the first triangle, write the word key. In the other triangle, write the word board. Now read the two words together as one word ( keyboard ). 3. In the 3rd diamond pin, in the first triangle, write the word coach. In the other triangle, write the word man. Now read the two words together as one word ( coachman ). 4. In the 4th diamond pin, in the first triangle, write the word foot. In the other triangle, write the word step. Now read the two words together as one word ( footstep ). 5. In the 5th diamond pin, in the first triangle, write the word under. In the other triangle, write the word ground. Now read the two words together as one word ( underground ). 6. In the 6th diamond pin, in the first triangle, write the word news. In the other triangle, write the word paper. Now read the two words together as one word ( newspaper ). 7. In the 7th diamond pin, in the first triangle, write the word back. In the other triangle, write the word stage. Now read the two words together as one word ( backstage ). 8. In the 8th diamond pin, in the first triangle, write the word out. In the other triangle, write the word stretched. Now read the two words together as one word ( outstretched ) The Phantom of the Opera: Lesson 4: Follow Directions Activity: Continued on next page Page 14

15 The Phantom of the Opera: Lesson 4: Follow Directions Activity: (continued) Compound Words Wheel Page 15

16 Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Phantom of the Opera: Lesson 4: Dictation Activity: a) One time, Christine thought that she saw imaginary shadows. b) Raoul hoped that Christine would take him through the trapdoor. c) Raoul promised that he would save Christine from the ghost s power. d) When Christine began to sing in the last act, Raoul appeared in the center of the theater. e) Raoul stood there as Christine sang directly to him with her arms outstretched. Page 16

17 Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Phantom of the Opera: Lesson 4: Interview Activities: You play the role of Christine Daaè. Choose several students to play the role of Raoul. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Christine s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) When did you learn the truth about the phantom? b) Where did you go the night the chandelier fell in the theater? c) Why did you faint? d) Where were you when you woke up? e) How did the phantom get you to his room? f) Did the phantom confess who he really is? g) Why were you afraid of the phantom? h) Do you think the phantom loves you? i) What did you think would happen if you left? j) Did you try to take off the phantom s mask? k) How did the phantom spend his time? l) What did the phantom look like without his mask? m) What did he do when you saw his face? n) How long had he worn a mask to cover his face? o) Why did you feel sorry for the phantom? p) What did you say to him when you saw his face? q) What did the phantom s room look like? What was in the phantom s room? r) What did Erik plan to do with the coffin? s) Why did Erik give you the gold ring? t) What did you promise Erik? Page 17

18 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation and stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none)..(not, None for one and one for all!) All for one and one for all! (not from)..(not, All from one and one for all!) All for one and one for all! (not three)..(not, All for three and one for all!) All for one and one for all! (not or)..(not, All for one or one for all! ) All for one and one for all! (not everyone)..(not, All for one and everyone for all! ) All for one and one for all! (not to).. (not, All for one and one to all!) All for one and one for all! (not nobody)..(not, All for one and one for nobody! ) The Phantom of the Opera: Lesson 4: Intentional Intonation Activities: People doubted that Christine was good enough for a nobleman. (not Raoul) People doubted that Christine was good enough for a nobleman. (not believed) People doubted that Christine was good enough for a nobleman. (not Carlotta) People doubted that Christine was good enough for a nobleman. (not would be) People doubted that Christine was good enough for a nobleman. (not bad enough) People doubted that Christine was good enough for a nobleman. (not poor man) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: in fourteen hundred and ninety-two blue in fourteen hundred and ninety-two the ocean blue in fourteen hundred and ninety-two sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Phantom of the Opera: Lesson 4: Backward Build-up Activity: a) They explored the opera house, walked in the gardens, and Raoul listened to Christine practice. b) Another time, near the trapdoor leading to the lower part of the opera house, the trapdoor suddenly banged shut. c) When Raoul and Christine got to the roof of the opera house, they could see the city of Paris below them. d) Christine s dressing room changed into a dark hallway and the stone-cold bony hand of the phantom grabbed her wrist. e) Christine had disappeared right in front of everyone in the middle of the performance, and no one knew how or where she was. Page 18

19 Intermediate Speaking Activities Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Phantom of the Opera: Lesson 4: Charades Activity: Suggestions: bathe, beneath, bony, bubbling (adj), compose, crawl, dig (dug), explore, faint, force (v), fury, grab, lift (v), low (lowest), nervous, occurrence, organ, permit (v), polar (North Pole), power, prop, refuse, shadow, silent, skull, struggle, triumphant, underground, wardrobe, warn, weep(wept), withered (adj) Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a mixed-up sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: two a seed dicot has parts. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: Move the A to the front. You might decide to erase letter a in part and put it at the beginning of the sentence. Perhaps you erase an a and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, Remove the first capital A and replace it with a lower case A. Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Proficient Speaking Activities Twenty Questions Objective: Ask questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Phantom of the Opera: Lesson 4: Twenty Questions Activity: Photo or picture suggestions: bony, bubbling (adj), cellar, cloak, coffin, compose, corpse, crawl, curse, dangerous, demon, mask, nervous, organ, North Pole, prop, roof, shadow, skull, society, stage, trapdoor, underground, wardrobe, withered (adj), wrist, audience, coachman, column (news), luggage, nobleman, outstretched, performance, prize, wool Page 19

20 FCAT FOCUS READING SKILL: Information Gathering Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. INFORMATION GATHERING What to do and what to watch for. An important FCAT skill is gathering information from a variety of sources. Learn the parts of a book, how to use a dictionary, almanac, atlas, telephone directory, newspaper, and the abundant resources and references in your library. Index The index is the reference list at the back of a book. The index shows what is in the book. a) The index is always in alphabetical order by topic. After the topic, you will find the page numbers in the book where that topic is located. If you are using a set of books, sometimes the index for all of the books is in the last volume, called the index volume. b) To find the information you are looking for, think of a key word or topic word that covers what you want. For example, if you are looking for the Abraham Lincoln, you will look in the index under Lincoln, Abraham and you should look under topics such as Presidents, Civil War, Abolition of Slavery, Gettysburg Address, etc. Be sure to check each page listed under every topic until you find the specific information you are looking for. Examples: 1. To find information to assist in writing a paper on the how descriptive language can improve your writing, where would you look? 2. On what pages could you find information to help you improve your reading? 3. Where could you find poems to give to someone you love? Rising action 1198 Romance 673, 683, 684, 1200 Romantic hero 149 Romanticism 143, 144, 212, 212,247, 578, 1302 Romantic novel 417 Satire 50, 55, 160, 346, 978, 1103 Scanning 1200 Sensory language 557, 1189 Almanac An almanac is like a yearbook. Every year a new almanac shows updated facts and interesting information about people, places, countries, sports, and even entertainment. Atlas An atlas is a book of detailed maps. Atlases are used to find information on: a) Continents, countries, states, regions and provinces, counties, major cities and rural areas b) Planets and constellations c) Borders, boundaries d) Geographical information such as oceans, mountain ranges elevations, and even rainfall or population. e) Road Atlases are for planning a trip. They show streets, roads, interstate highways, and even distances. Refer to the next pages for more on Information Gathering Page 20

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