The theoretical manner in which periodontal disease progresses has long been a subject of debate. It is currently agreed that destructive periodontal disease progresses by means of asynchronous bursts of activity (Haffajee and Socransky 1986). According to this theory, periodontal tissue support is lost during short, acute episodes followed by prolonged periods of quiescence (Reddy, Palcanis, and Geurs 1997). This model implies that etiologic factors involved in periodontal tissue destruction would change according to the sequential occurrence of episodes of disease activity and quiescence or remission | New ENGLISH FILE Upper-intermediate 1A Speaking Description Students practise asking questions for more information Lesson link Use this activity after 3a page 5 Time 10-15 minutes Extra material None Instructions a Write on the board your answers to five of the 24 questions in the Q A questionnaires . Losing a balloon when I was two years old. Freshly ground coffee. Reading in the sun. Locking myself out of my flat. My piano. b Give SS a time limit of three minutes to work out in pairs which questions in the questionnaires these are the answers to. Answers What s your earliest memory What s your favourite smell What s your idea of perfect happiness What has been your most embarrassing moment What s your most treasured possession c Check their ideas and get SS to ask you as many questions as they can about each answer. d Then get SS to do exercise 3b. Encourage them to ask extra questions and get to know each other better. Photocopiable Oxford University Press 2008 elt New ENGLISH FILE Upper-intermediate IB Pronunciation Description Lesson link Time Extra material Students categorize personality adjectives according to their stress patterns Use this activity after 3c page 9 10 minutes Print out and photocopy the Word stress patterns worksheet for each student Instructions a Draw the table from the worksheet on the board or use an overhead transparency or PowerPoint slide. Ask the class How many syllables does creative have Elicit three. Ask students which stress category creative fits into. Ask SS to repeat the word with the correct stress. b Remind SS that word stress is vital - incorrect word stress can make a word very difficult to understand. c Give each student a copy of the worksheet. Tell them to work individually to categorize the words. Encourage them to say the words out loud. d Divide SS into pairs and ask them to compare their answers. e Check the answers with the class. Ask SS to repeat any words that they are having
