Eating popcorn makes ads less effective (17th October, 2014)

The Reading / Listening - Level 6

The advertising people see while at the movies is less effective when audiences eat popcorn. This is the conclusion of a newly-published study from Germany's Cologne University. According to researchers, people remember the names of new brands or products by silently pronouncing them in their brains. However, with a mouth full of popcorn, this process is interrupted. The report is titled "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how the chewing action interferes with the brain's "inner speech" that operates whenever we come across a new name. Researchers say: "This happens covertly, that is, without our awareness."

Researcher Sascha Topolinski invited 96 people to watch a movie. Half of the group was given popcorn, while the rest received a small sugar cube. A week later, the participants were asked to rate a series of products, including some of those they had seen adverts for during the movie. The sugar cube group remembered a lot more of the product names than those who ate popcorn. Mr Topolinski said: "The mundane activity of eating popcorn made participants immune to the pervasive effects of advertising." He added: "This finding suggests that selling candy in cinemas actually undermines advertising." This presents cinema owners with a dilemma. There is usually a 900% mark-up on popcorn sold in movie theatres.

Try the same news story at these easier levels:

Level 4 or Level 5

Sources

http://www.bbc.co.uk/news/entertainment-arts-24518203
http://uk.movies.yahoo.com/eating-popcorn-makes-cinema-goers-immune-to-adverts-143638491.html
http://www.adnews.com.au/adnews/once-you-pop-you-can-t-remember-the-brand-popcorn-kills-cinema-ad-recall

Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice, drag and drop activities, crosswords, hangman, flash cards, matching activities and a whole lot more. Please enjoy :-)

The 40 Lesson Activities on the PDF Handout

WARM-UPS

1. POPCORN: Students walk around the class and talk to other students about popcorn. Change partners often and share your findings.

2. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.

advertising / effective / conclusion / brands / mouth full / chewing / awareness / researcher / rate products / sugar cube / mundane / immune / dilemma / mark-up

Have a chat about the topics you liked. Change topics and partners frequently.

3. ADVERTS: How effective are they? Complete this table with your partner(s). Change partners often and share what you wrote.

Ads…	Do you like them? (Why/not?)	How effective are they?
on TV
on websites
at the cinema
on billboards
in newspapers
on trains

4. ADEVRTISING: Students A strongly believe it's a good thing; Students B strongly believe it's a bad thing. Change partners again and talk about your conversations.

MY e-BOOK

ESL resource book with copiable worksheets and handouts - 1,000 Ideas and Activities for Language Teachers / English teachers

See a sample

5. MOVIES: Rank these and share your rankings with your partner. Put the best things about cinemas at the top. Change partners often and share your rankings.

• popcorn

• the seats

• the foyer

• the big screen

• the dark

• being in an audience

• the sound

• the trailers

6. CINEMA: Spend one minute writing down all of the different words you associate with the word "cinema". Share your words with your partner(s) and talk about them. Together, put the words into different categories.

BEFORE READING / LISTENING

1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).

a.	A study is about ads before movies on TV while people eat popcorn.	T / F
b.	A report says we remember names by pronouncing them in our brain.	T / F
c.	The report said only popcorn stops us remembering names.	T / F
d.	Chewing may stop us remembering new names.	T / F
e.	96 people ate popcorn and did a memory recall test for brand names.	T / F
f.	The report said eating sugar cubes helps us remember names.	T / F
g.	Researchers said eating popcorn makes us immune to advertising.	T / F
h.	Popcorn costing the cinema $1 can be sold to moviegoers for $9.	T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

1.	effective	a.	restricted
2.	conclusion	b.	evaluate
3.	interrupted	c.	resistant
4.	interferes with	d.	opinion
5.	awareness	e.	predicament
6.	rate	f.	disrupts
7.	mundane	g.	useful
8.	immune	h.	hike
9.	dilemma	i.	realisation
10.	mark-up	j.	boring

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

1.	less effective when	a.	them in their brains
2.	silently pronouncing	b.	owners with a dilemma
3.	with a mouth full of popcorn,	c.	without our awareness
4.	the chewing action interferes with	d.	activity of eating popcorn
5.	This happens covertly, that is,	e.	audiences eat popcorn
6.	rate a	f.	up on popcorn
7.	The mundane	g.	the brain's "inner speech"
8.	selling candy in cinemas actually	h.	series of products
9.	This presents cinema	i.	this process is interrupted
10.	There is usually a 900% mark-	j.	undermines advertising

GAP FILL

The advertising people see while at the movies is less effective when (1) ____________ eat popcorn. This is the conclusion of a newly-published study from Germany's Cologne University. According to researchers, people remember the names of new (2) ____________ or products by silently (3) ____________ them in their brains. However, with a mouth full of popcorn, this (4) ____________ is interrupted. The report is titled "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how the (5) ____________ action interferes with the brain's "inner speech" that (6) ____________ whenever we come (7) ____________ a new name. Researchers say: "This happens (8) ____________, that is, without our awareness."

operates
process
covertly
brands
across
audiences
chewing
pronouncing

Researcher Sascha Topolinski (9) ____________ 96 people to watch a movie. Half of the group was given popcorn, while the rest received a small sugar cube. A week later, the (10) ____________ were asked to (11) ____________ a series of products, including some of those they had seen adverts for during the movie. The sugar cube group remembered a lot more of the product names than those who ate popcorn. Mr Topolinski said: "The (12) ____________ activity of eating popcorn made participants (13) ____________ to the pervasive effects of advertising." He added: "This finding suggests that selling candy in cinemas actually (14) ____________ advertising." This presents cinema owners with a (15) ____________. There is usually a 900% (16) ____________ on popcorn sold in movie theatres.

undermines
participants
mark-up
mundane
invited
dilemma
rate
immune

LISTENING - Guess the answers. Listen to check.

1)	advertising people see while at the movies is less effective when ______
	a. audio senses eat popcorn b. all dancers eat popcorn c. audiences eat popcorn d. ore dents is eat popcorn
2)	remember the names of new brands or products by silently pronouncing them ______
	a. in their brains b. on their brains c. with their brains d. by their brains
3)	However, with a mouth full of popcorn, this ______
	a. progress is interrupted b. process is interrupted c. processed is interrupted d. progresses is interrupted
4)	interferes with the brain's "inner speech" that operates whenever we come ______
	a. over a new name b. to cross a new name c. across a new name d. a gross a new name
5)	Researchers say: "This happens covertly, that is, ______."
	a. without our awareness b. without our aware news c. without our a wear mess d. without our aware mess
6)	A week later, the participants were asked to rate a ______
	a. serious of products b. series of products c. serifs of products d. sear is of products
7)	The sugar cube group remembered a lot more of the product names than ______ popcorn
	a. they who ate b. these who ate c. them who ate d. those who ate
8)	The mundane activity of eating popcorn made ______
	a. party see pants immune b. part icy pants immune c. participants immune d. participates immune
9)	This presents cinema owners ______
	a. within a dilemma b. with a dilemma c. without a dilemma d. wither dilemma
10)	There is usually a ______ popcorn sold in movie theatres
	a. 990% mark-up on b. 900% mark-down on c. 990% mark-up on d. 900% mark-up on

LISTENING – Listen and fill in the gaps

The advertising people (1) ___________________ movies is less effective when audiences eat popcorn. This (2) ___________________ a newly-published study from Germany's Cologne University. According to researchers, people remember the (3) ___________________ or products by silently pronouncing them in their brains. 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 the chewing (5) ___________________ the brain's "inner speech" that operates whenever we come across a new name. Researchers say: "This happens covertly, that is, (6) ___________________."

Researcher Sascha Topolinski invited 96 people to watch a movie. Half of the group was given popcorn, (7) ___________________ received a small sugar cube. A week later, the participants were asked (8) ___________________ products, including some of those they had seen adverts for during the movie. The sugar cube group remembered a lot more of the product names (9) ___________________ popcorn. Mr Topolinski said: "The (10) ___________________ eating popcorn made participants immune to the pervasive effects of advertising." He added: "This finding suggests that selling candy in cinemas (11) ___________________ advertising." This presents cinema owners with a dilemma. There is usually a (12) ___________________ popcorn sold in movie theatres.

COMPREHENSION QUESTIONS

1.	Where did people watch advertising while watching movies?
2.	What do people do in their brains to remember names?
3.	What does a mouth full of popcorn do?
4.	What does the chewing action interfere with?
5.	What word at the end of the article means "without our awareness"?
6.	What two things did test participants eat?
7.	When did participants do a memory recall test?
8.	Who remembered the most names?
9.	How was the activity of eating popcorn described as being?
10.	How much do cinemas increase the price of popcorn by?

MULTIPLE CHOICE - QUIZ

1.	Where did people watch advertising while watching movies?	6.	What two things did test participants eat?
	a) on iPads b) at the movies c) in bed d) in a university research lab		a) sugar cubes and popcorn b) popcorn and chocolate c) sugar pops and corn d) hot dogs and French fries
2.	What do people do in their brains to remember names?	7.	When did participants do a memory recall test?
	a) say the name backwards b) say the name seven times c) link the name with a place and time d) silently say the names		a) the day after watching a movie b) straight after the movie c) a week after watching a movie d) just before the movie started
3.	What does a mouth full of popcorn do?	8.	Who remembered the most names?
	a) stop people remembering names b) interrupt conversation c) give you tooth decay d) activate your taste buds		a) the sugar cube group b) the researchers c) people who ate 300g of chocolate d) those who ate popcorn
4.	What does the chewing action interfere with?	9.	How was the activity of eating popcorn described as being?
	a) talking b) understanding the movie c) the brain's "inner speech" d) the ability to react quickly		a) mundane b) sabotaging c) immune d) dilemma
5.	What word at the end of the article means "without our awareness"?	10.	How much do cinemas increase the price of popcorn by?
	a) inner b) covertly c) interferes d) sabotages		a) 999% b) 90% c) 99% d) 900%

ROLE PLAY

Role A – Movie theatres

You think movie theatres are the best places to advertise. Tell the others three reasons why. Tell them things that are wrong with their places. Also, tell the others which is the least effective of these (and why): trains and buses, websites or radio.

Role B – Trains and buses

You think trains and buses are the best places to advertise. Tell the others three reasons why. Tell them things that are wrong with their places. Also, tell the others which is the least effective of these (and why): movie theatres, websites or radio.

Role C – Websites

You think websites are the best places to advertise. Tell the others three reasons why. Tell them things that are wrong with their places. Also, tell the others which is the least effective of these (and why): trains and buses, movie theatres or radio.

Role D – Radio

You think radio is the best place to advertise. Tell the others three reasons why. Tell them things that are wrong with their places. Also, tell the others which is the least effective of these (and why): trains and buses, websites or movie theatres.

AFTER READING / LISTENING

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words 'pop' and 'corn'.

pop

corn

Share your findings with your partners.

Make questions using the words you found.
Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

Share your questions with other classmates / groups.
Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

less
silently
full
titled
action
without

half
week
lot
immune
candy
900

POPCORN SURVEY

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.

	STUDENT 1 _____________	STUDENT 2 _____________	STUDENT 3 _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.

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.

POPCORN DISCUSSION

STUDENT A's QUESTIONS (Do not show these to student B)

a)	What did you think when you read the headline?
b)	What springs to mind when you hear the word 'popcorn'?
c)	What do you eat or drink at the movies?
d)	Are you surprised by this research?
e)	Do you think people who chew gum all day have more difficulty remembering names?
f)	What do you think of the advertising at movie theatres?
g)	Is advertising good or bad?
h)	Why is popcorn so popular?
i)	Salted or caramel popcorn – which is best (and why)?
j)	How is popcorn made?

----------------------------------------------------------------------------

STUDENT B's QUESTIONS (Do not show these to student A)

a)	Did you like reading this article? Why/not?
b)	Do you think the researcher's test proves the research conclusion?
c)	Should food and drink be banned in cinemas?
d)	How much of an effect does advertising have on you?
e)	Is popcorn good or bad for us?
f)	What kind of ads do you like and dislike?
g)	What movie-going habits do you have?
h)	Do you think advertisers will ask cinemas to stop selling popcorn?
i)	What do you think of cinemas selling popcorn for nine times the price they bought it for?
j)	What questions would you like to ask the researchers?

DISCUSSION (Write your own questions)

STUDENT A's QUESTIONS (Do not show these to student B)
1.	________________________________________________________
2.	________________________________________________________
3.	________________________________________________________
4.	________________________________________________________
5.	________________________________________________________
6.	________________________________________________________

----------------------------------------------------------------------------

STUDENT B's QUESTIONS (Do not show these to student A)
1.	________________________________________________________
2.	________________________________________________________
3.	________________________________________________________
4.	________________________________________________________
5.	________________________________________________________
6.	________________________________________________________

LANGUAGE - CLOZE

The advertising people see while at the movies is less effective when (1) ____ eat popcorn. This is the conclusion (2) ____ a newly-published study from Germany's Cologne University. According to researchers, people remember the names of new brands or products (3) ____ silently pronouncing them in their brains. However, with a mouth full of popcorn, this process is (4) ____. The report is titled "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how the chewing action (5) ____ with the brain's "inner speech" that operates whenever we come across a new name. Researchers say: "This happens (6) ____, that is, without our awareness."

Researcher Sascha Topolinski invited 96 people to watch a movie. Half of the group was given popcorn, while the (7) ____ received a small sugar cube. A week later, the participants were asked to (8) ____ a series of products, including some of those they had seen adverts for (9) ____ the movie. The sugar cube group remembered a lot more of the product names than those who ate popcorn. Mr Topolinski said: "The (10) ____ activity of eating popcorn made participants immune to the pervasive effects of advertising." He added: "This finding suggests that selling candy in cinemas actually (11) ____ advertising." This presents cinema owners with a dilemma. There is usually a 900% (12) ____ on popcorn sold in movie theatres.

Put the correct words from the table below in the above article.

1.	(a)	audiences	(b)	spectators	(c)	turnout	(d)	congregations
2.	(a)	by	(b)	at	(c)	of	(d)	for
3.	(a)	via	(b)	as	(c)	by	(d)	from
4.	(a)	interrupting	(b)	interruption	(c)	interrupts	(d)	interrupted
5.	(a)	interferes	(b)	interfaces	(c)	intercedes	(d)	intersects
6.	(a)	coverage	(b)	covertly	(c)	coverings	(d)	covetous
7.	(a)	remains	(b)	residue	(c)	other	(d)	rest
8.	(a)	irate	(b)	rate	(c)	berate	(d)	crate
9.	(a)	while	(b)	even	(c)	during	(d)	whilst
10.	(a)	corny	(b)	treacherous	(c)	divine	(d)	mundane
11.	(a)	excavates	(b)	digs out	(c)	unearths	(d)	undermines
12.	(a)	make-up	(b)	mark-up	(c)	mess-up	(d)	meet up

SPELLING

Paragraph 1
1.	less cevfteeif when audiences eat popcorn
2.	silently oucprnignno them
3.	this process is tdeuretirpn
4.	the chewing action esefitrern with the brain's "inner speech"
5.	This happens etcyrvol
6.	without our wassrnaee
Paragraph 2
7.	eating popcorn made aspttrainicp immune
8.	The nenduam activity of eating popcorn
9.	the sarpevevi effects of advertising
10.	candy in cinemas actually usdirnemen advertising
11.	This presents cinema owners with a mmiedal
12.	a 900% rkum-ap

PUT THE TEXT BACK TOGETHER

Number these lines in the correct order.

( )	across a new name. Researchers say: "This happens covertly, that is, without our awareness."
( )	activity of eating popcorn made participants immune to the pervasive effects of advertising." He added:
( )	conclusion of a newly-published study from Germany's Cologne University. According
( 1 )	The advertising people see while at the movies is less effective when audiences eat popcorn. This is the
( )	"This finding suggests that selling candy in cinemas actually undermines advertising." This presents cinema
( )	owners with a dilemma. There is usually a 900% mark-up on popcorn sold in movie theatres.
( )	to researchers, people remember the names of new brands or products by silently pronouncing them
( )	in their brains. However, with a mouth full of popcorn, this process is interrupted. The report is
( )	rate a series of products, including some of those they had seen adverts for during the movie. The sugar
( )	action interferes with the brain's "inner speech" that operates whenever we come
( )	titled "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how the chewing
( )	Researcher Sascha Topolinski invited 96 people to watch a movie. Half of the group was given
( )	popcorn, while the rest received a small sugar cube. A week later, the participants were asked to
( )	cube group remembered a lot more of the product names than those who ate popcorn. Mr Topolinski said: "The mundane

PUT THE WORDS IN THE RIGHT ORDER

1.	people movies see while The at advertising the.
2.	is of - This conclusion newly study the a published.
3.	this , popcorn of full mouth a With interrupted is process.
4.	the The speech interferes chewing brain's with action inner.
5.	a whenever new we name come across Operates.
6.	of group given Half the was popcorn .
7.	of effects pervasive the to Immune advertising.
8.	cinemas candy advertising actually in Selling undermines.
9.	owners cinema presents This dilemma a with.
10.	900% a usually is There popcorn on up - mark.

CIRCLE THE CORRECT WORD (20 PAIRS)

The advertising people see while / during at the movies is less effective when audiences eat popcorn. This is the conclusive / conclusion of a newly-published study from Germany's Cologne University. According by / to researchers, people remember the names of new brands or products by silently / silence pronouncing them / it in their brains. However, with a mouth full of popcorn, this process is interruption / interrupted. The report is titled / title's "Popcorn in the Cinema: Oral Interference Sabotages Advertising Effects". It describes how / what the chewing action interferes with the brain's "inner speech" that operates / operative whenever we come across a new name. Researchers say: "This happens overtly / covertly, that is, without our awareness."

Researcher Sascha Topolinski invited / invites 96 people to watch a movie. Half of the group was / were given popcorn, while the residue / rest received a small sugar cube. A week later, the participants were asked to berate / rate a series of products, including / inclusive some of those they had seen adverts for during the movie. The sugar cube group remembered a lot more of the product names than those / them who ate popcorn. Mr Topolinski said: "The mundane activity of eating popcorn made / gave participants immune to the pervasive affects / effects of advertising." He added: "This finding suggests that sold / selling candy in cinemas actually undermines advertising." This presents cinema owners with a dilemma. There is usually a 900% mark-up / mark-down on popcorn sold in movie theatres.

Talk about the connection between each pair of words in italics, and why the correct word is correct.

INSERT THE VOWELS (a, e, i, o, u)

Th_ _dv_rt_s_ng p__pl_ s__ wh_l_ _t th_ m_v__s _s l_ss _ff_ct_v_ wh_n __d__nc_s __t p_pc_rn. Th_s _s th_ c_ncl_s__n _f _ n_wly-p_bl_sh_d st_dy fr_m G_rm_ny's C_l_gn_ _n_v_rs_ty. _cc_rd_ng t_ r_s__rch_rs, p__pl_ r_m_mb_r th_ n_m_s _f n_w br_nds _r pr_d_cts by s_l_ntly pr_n__nc_ng th_m _n th__r br__ns. H_w_v_r, w_th _ m__th f_ll _f p_pc_rn, th_s pr_c_ss _s _nt_rr_pt_d. Th_ r_p_rt _s t_tl_d "P_pc_rn _n th_ C_n_m_: _r_l _nt_rf_r_nc_ S_b_t_g_s _dv_rt_s_ng _ff_cts". _t d_scr_b_s h_w th_ ch_w_ng _ct__n _nt_rf_r_s w_th th_ br__n's "_nn_r sp__ch" th_t _p_r_t_s wh_n_v_r w_ c_m_ _cr_ss _ n_w n_m_. R_s__rch_rs s_y: "Th_s h_pp_ns c_v_rtly, th_t _s, w_th__t __r _w_r_n_ss."

R_s__rch_r S_sch_ T_p_l_nsk_ _nv_t_d 96 p__pl_ t_ w_tch _ m_v__. H_lf _f th_ gr__p w_s g_v_n p_pc_rn, wh_l_ th_ r_st r_c__v_d _ sm_ll s_g_r c_b_. _ w__k l_t_r, th_ p_rt_c_p_nts w_r_ _sk_d t_ r_t_ _ s_r__s _f pr_d_cts, _ncl_d_ng s_m_ _f th_s_ th_y h_d s__n _dv_rts f_r d_r_ng th_ m_v__. Th_ s_g_r c_b_ gr__p r_m_mb_r_d _ l_t m_r_ _f th_ pr_d_ct n_m_s th_n th_s_ wh_ _t_ p_pc_rn. Mr T_p_l_nsk_ s__d: "Th_ m_nd_n_ _ct_v_ty _f __t_ng p_pc_rn m_d_ p_rt_c_p_nts _mm_n_ t_ th_ p_rv_s_v_ _ff_cts _f _dv_rt_s_ng." H_ _dd_d: "Th_s f_nd_ng s_gg_sts th_t s_ll_ng c_ndy _n c_n_m_s _ct__lly _nd_rm_n_s _dv_rt_s_ng." Th_s pr_s_nts c_n_m_ _wn_rs w_th _ d_l_mm_. Th_r_ _s _s__lly _ 900% m_rk-_p _n p_pc_rn s_ld _n m_v__ th__tr_s.

PUNCTUATE THE TEXT AND ADD CAPITALS

the advertising people see while at the movies is less effective when audiences eat popcorn this is the conclusion of a newly-published study from germany's cologne university according to researchers people remember the names of new brands or products by silently pronouncing them in their brains however with a mouth full of popcorn this process is interrupted the report is titled "popcorn in the cinema oral interference sabotages advertising effects" it describes how the chewing action interferes with the brain's "inner speech" that operates whenever we come across a new name researchers say "this happens covertly that is without our awareness"

researcher sascha topolinski invited 96 people to watch a movie half of the group was given popcorn while the rest received a small sugar cube a week later the participants were asked to rate a series of products including some of those they had seen adverts for during the movie the sugar cube group remembered a lot more of the product names than those who ate popcorn mr topolinski said "the mundane activity of eating popcorn made participants immune to the pervasive effects of advertising" he added "this finding suggests that selling candy in cinemas actually undermines advertising" this presents cinema owners with a dilemma there is usually a 900% mark-up on popcorn sold in movie theatres

PUT A SLASH ( / ) WHERE THE SPACES ARE

Theadvertisingpeopleseewhileatthemoviesislesseffectivewhenaudienceseatp
opcorn.Thisistheconclusionofanewly-publishedstudyfromGermany'sColog
neUniversity.Accordingtoresearchers,peoplerememberthenamesofnewbrand
sorproductsbysilentlypronouncingthemintheirbrains.However,withamouthful
lofpopcorn,thisprocessisinterrupted.Thereportistitled"PopcornintheCinema:O
ralInterferenceSabotagesAdvertisingEffects".Itdescribeshowthechewingactio
ninterfereswiththebrain's"innerspeech"thatoperateswheneverwecomeacross
anewname.Researcherssay:"Thishappenscovertly,thatis,withoutourawarene
ss."ResearcherSaschaTopolinskiinvited96peopletowatchamovie.Halfofthegro
upwasgivenpopcorn,whiletherestreceivedasmallsugarcube.Aweeklater,thepa
rticipantswereaskedtorateaseriesofproducts,includingsomeofthosetheyhadse
enadvertsforduringthemovie.Thesugarcubegrouprememberedalotmoreofthe
productnamesthanthosewhoatepopcorn.MrTopolinskisaid:"Themundaneactiv
ityofeatingpopcornmadeparticipantsimmunetothepervasiveeffectsofadvertisi
ng."Headded:"Thisfindingsuggeststhatsellingcandyincinemasactuallyunderm
inesadvertising."Thispresentscinemaownerswithadilemma.Thereisusuallya9
00%mark-uponpopcornsoldinmovietheatres.

FREE WRITING

Write about popcorn for 10 minutes. Comment on your partner's paper.

_____________________________________________________________________________

ACADEMIC WRITING

Food should be banned in movie theatres. Discuss.

_____________________________________________________________________________

HOMEWORK

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about food, snacks and drinks in movie theatres around the world. Share what you discover with your partner(s) in the next lesson.

3. POPCORN: Make a poster about popcorn. Show your work to your classmates in the next lesson. Did you all have similar things?

4. BAD FOR ADS: Write a magazine article about popcorn being bad for ads. Include imaginary interviews with people who are for and against popcorn in movie theatres.

Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.

6. LETTER: Write a letter to an advertising expert. Ask him/her three questions about popcorn in movie theatres. Give him/her three of your opinions. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

ANSWERS

TRUE / FALSE (p.4)

a

F

b

T

c

F

d

T

e

F

f

F

g

T

h

T

SYNONYM MATCH (p.4)

1.	effective	a.	useful
2.	conclusion	b.	opinion
3.	interrupted	c.	restricted
4.	interferes with	d.	disrupts
5.	awareness	e.	realisation
6.	rate	f.	evaluate
7.	mundane	g.	boring
8.	immune	h.	resistant
9.	dilemma	i.	predicament
10.	mark-up	j.	hike

COMPREHENSION QUESTIONS (p.8)

1.	At the movies
2.	Silently pronounce the names
3.	Interrupts the name-remembering process
4.	The brain's "inner speech"
5.	Covertly
6.	Popcorn and sugar cubes
7.	A week after watching the movie
8.	The sugar cube group
9.	Mundane
10.	900%

MULTIPLE CHOICE - QUIZ (p.9)

1.

b

2.

d

3.

a

4.

c

5.

b

6.

a

7.

c

8.

a

9.

a

10.

d

ALL OTHER EXERCISES

Please check for yourself by looking at the Article on page 2.
(It's good for your English ;-)

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Eating popcorn makes ads less effective (17th October, 2014)

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