PARAGRAPH ONE:
1. |
less effective when |
a. |
mouth full of popcorn |
2. |
remember the names of products |
b. |
thinking about it |
3. |
This is difficult with a |
c. |
see or hear a new name |
4. |
chewing stops the |
d. |
people eat popcorn |
5. |
whenever we |
e. |
by silently saying them |
6. |
this happens without us |
f. |
brain's "inner speech" |
MY e-BOOK
PARAGRAPH TWO:
1. |
Half of |
a. |
bad for advertisers |
2. |
The group then rated |
b. |
remembered more names |
3. |
The sugar cube group |
c. |
up on popcorn |
4. |
eating popcorn reduced the |
d. |
various products |
5. |
popcorn in cinemas is |
e. |
them ate popcorn |
6. |
a 900% mark- |
f. |
effects of the advertising |
A German University says adverts at cinemas (1) ___________________ when people eat popcorn. A report said people remember the names of products (2) ___________________ them. This is difficult with a mouth full of popcorn. The (3) ___________________ "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It (4) ___________________ the brain's "inner speech" (5) ___________________ or hear a new name. Researchers (6) ___________________ without us thinking about it.
Almost 100 people watched a movie. (7) ___________________ popcorn; the rest had a sugar cube. The group (8) ___________________ products that were advertised (9) ___________________. The sugar cube group remembered (10) ___________________ the popcorn group. The report said simply eating popcorn (11) ___________________ of the advertising. The research suggests that popcorn in cinemas is bad for advertisers. However, there is usually a (12) __________________ popcorn in cinemas.
Write five GOOD questions about popcorn in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
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STUDENT 1
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STUDENT 2
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STUDENT 3
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Q.1.
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Q.2.
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Q.3.
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Q.4.
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Q.5.
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- Now return to your original partner and share and talk about what you found out. Change partners often.
- Make mini-presentations to other groups on your findings.
Student A: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
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Student B: Do not show these to your speaking partner(s).
a) |
________________________________________________________ |
b) |
________________________________________________________ |
c) |
________________________________________________________ |
d) |
________________________________________________________ |
e) |
________________________________________________________ |
f) |
________________________________________________________ |
g) |
________________________________________________________ |
h) |
________________________________________________________ |
Write about popcorn for 10 minutes. Comment on your partner's paper.
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