Graceful Hands

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Unit 5
Graceful Hands
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Stage 1 Warming-up Activities
Stage 2 Reading-Centred Activities
Stage 3 Vocabulary Exercises
Stage 4 Translating and Writing
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Warming-up Activities

• Listening and discussing
• Enriching your vocabulary
• Comparing the following words

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Listening and discussing

• Listen to a short passage carefully and then
  answer the following questions on page 124 .
• Tell a story in groups about the suffering you
  had experienced of seeing one of your familiars
  die.

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Enriching your vocabulary

• Read the sentences carefully and guess the
  meaning of the italicized term in each sentence
  according to the context and your own
  experiences.

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• This industry has been in decay for some time.
• She smelt the unpleasant smell of decaying meat.
• Our intellectual power will decay in old age.

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• Add the vinegar and salt and cook for a further 2
  minutes.
• They'd dug a shallow pit and left the rubbish in
  it.
• The miners were told that three pits would be
  closed.

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• Children should drink milk to help them develop
  strong skeletons.
• I've written the skeleton of my report, but I
  have to fill in the details.
• The radio wasn't working because of a loose
  connection in the wires.
• The animals were loose in the zoo.

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• Secure all the doors and windows before leaving.
• This form of investment is an excellent way of
  securing your children's financial future.
• They've secured the government's support for the
  project.
• Are we secure from attack here?
• The young man felt secure about his future.

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• The doctor took her pulse and looked worried.
• The news sent the blood pulsing through his
  veins.
• May I have a straw for my drink?
• The cows need fresh straw.

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• We've got one of those doors in the kitchen that
  slide open.
• The thief quickly slid behind the curtains.
• The car went into a slide on the ice.
• My dad showed us some color slides of us when we
  were children.

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• Working in the sun soon gave us a thirst.
• He has a burning thirst for wealth.
• The students had to wear gowns at graduation
  ceremony.
• The long drought was followed by famine.

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• I can't lift the lid of this jar.
• She was so nervous that her palms were all cold
  and sweating.
• She sat in the shade below the palms.
• I hope I didn't injure her feelings.

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• The outline of Italy suggests a boot.
• The teacher gave a brief outline of the work
  planned for the term.
• At the interview she outlined what I would be
  doing.
• I rested my head on a soft pillow filled with
  feathers.

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• The bird's beautiful wings were shining with all
  colors of the rainbow.
• There is a large collection of butterflies in the
  zoo.
• She is a social butterfly.
• He was a very gentle being who was much loved by
  all those who knew him.
• We don't know exactly how life first came into
  being.

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• Tomorrow it will be mostly cloudy, with a few
  sunny intervals.
• During the interval, we were taken to the coffee
  bar.
• He seemed to have only a shallow understanding of
  his subject.
• This type of fish lives in the shallows.

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• The children of the rich and powerful experience
  privilege from birth.
• The latest episode has shocked a lot of people.
• This is the last episode of the serial.
• The British Medical Association is trying for a
  complete ban on tobacco advertising.
• I benefited much from my association with the
  firm.

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Comparing the following words

• graceful coarse vulgar
• chart table graph diagram pie
• preceding previous prior former
• solid fluid liquid gas
• drip drop
• faint weak dim vague
• moisture damp wet
• naked bare exposed uncovered undressed
• lid cover cap
• hint indication clue evidence sign

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Homework

• Learn the new words and expressions of the text
  by heart.
• Go over the text and try to get the main idea of
  the text.

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Reading-Centred Activities

• 1. Global Reading Task
• Understanding idiomatic expressions
• Look at passage A and match the following topics
  with the paragraphs in the text
• Try to get the main idea of the text by answering
  my questions.

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• To understand idiomatic expressions in a reading
  passage, one must be good at
• Searching for context clues
• Looking at examples if there are any
• Finding explanations if there are any
• Locating opposite or similar expressions.

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• She lies motionless the head seems unusually
  large on a skeleton body the skin is dark yellow
  and hangs loosely around exaggerated bones that
  not even a blanket can hide.
• I reach for the light switch, and as it silently
  lights the scene, I return to the bed to observe
  the patient with an unemotional, medical eye.

Swing from or round
Stretch so as to touch or get
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• They are ice cold, and I quickly move to the
  wrist and feel for the faint pulse.
• She is too weak for conversation, so without
  asking, I go about providing for her needs.
• When I am finished, I pull a chair up beside the
  bed to face her and, taking her freehand between
  mine, again notice the long, thin fingers.

Try to find sth. by touch
Start to work at sth.
Move a chair forward
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• The patient's conditions
• The patient's room
• I have never seen the patient before, but I know
  that she will die tonight.
• The exchange between the two human beings.
• What do I remember of her?
• Who was the patient?
• I offer service to the patient.
• The patient dies.

3-4
2
1
6-7
10
9
5
8
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• According to which one of the following orders
  does the author write this narrative?
• write by time
• write by space
• write according to order of importance
• write from specific observations to
  generalization
• write from generalization to specific observations

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Reading-Centred Activities

• 2. Detailed Reading Task
• Language points
• Simulated writing (exercises 8 and 9 )