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>> Another one are prompts.

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And when you just ask students
to talk about their winter break,

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it's sometimes difficult to visualize it.

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It can go into so many different directions.

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But if you ask them to bring a picture and then
describe that, there was immediately a context

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to think about and then the writing
task is no longer a language activity

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but a writing communicative task.

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Now they're actually describing an event.

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So you could ask them, what is she doing?

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With whom is she there?

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What is or where are they right now?

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Or who are these people?

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Just get some details about them.

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It's of course always better if the
students bring their own pictures

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and they actually know what's going on in the
picture, although you can use your imagination.

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Yeah? One of the things that I don't have
an example of but I really like to use

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in the classroom is maybe
a picture alongside music.

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And you can have something very sinister.

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You can have something very soft.

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You can have different types
of music with the same image.

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There is a door from a medieval castle
for example and you play different music

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and ask the students what
happens behind these doors?

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And then depending on music, they hear
the stories that can be very different.