PARAGRAPH ONE:
1. |
adverts people see at the movies |
a. |
pronouncing them |
2. |
less effective when |
b. |
hear a new name |
3. |
silently |
c. |
at the movies |
4. |
a mouth |
d. |
is broken |
5. |
this process |
e. |
thinking about it |
6. |
chewing interferes with the |
f. |
people eat popcorn |
7. |
whenever we see or |
g. |
full of popcorn |
8. |
without us |
h. |
brain's "inner speech" |
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PARAGRAPH TWO:
1. |
Half of |
a. |
eating popcorn |
2. |
the group rated |
b. |
is bad for advertisers |
3. |
The sugar cube group remembered |
c. |
them ate popcorn |
4. |
The mundane activity of |
d. |
of advertising |
5. |
immune to the pervasive effects |
e. |
up on their popcorn |
6. |
selling candy in cinemas |
f. |
more of the products |
7. |
Cinema owners now |
g. |
various products |
8. |
a 900% mark- |
h. |
have a dilemma |
The adverts people see at the movies (1) ___________________ when people eat popcorn. This is (2) ___________________ a study from a German University. Researchers said people remember the names of brands or products (3) ___________________ them. However, with a mouth full of popcorn, this (4) ___________________. The report is titled "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how chewing (5) ___________________ brain's "inner speech" that works whenever we see or hear a new name. Researchers say this happens without (6) ___________________.
Dr Sascha Topolinski asked people to watch a movie. Half of them ate popcorn; (7) ___________________ sugar cube. A week later, the group rated various products, (8) ___________________ those advertised during the movie. The sugar cube group remembered (9) ___________________ than the popcorn group. Topolinski said: "The (10) ___________________ eating popcorn made participants (11) ___________________ pervasive effects of advertising." He added that his research suggests that selling candy in cinemas is bad for advertisers. Cinema owners now have a dilemma. There is usually a 900% (12) ___________________ popcorn.
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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