A birthday present
This is another of the guided visualisations which I did at the InnovateELT conference a couple of weeks ago. It’s especially suitable for learners who are preparing for the Cambridge PET and works well in a group of six or more.
Here’s a rough script for the guided visualisation:
Imagine you’re going shopping. Are you in a shopping centre or the town centre?
What can you see around you? Is it busy or quiet?
What can you hear? Are there people talking? Can you hear music playing or the sounds of cars going by?
Imagine you’re going to buy a birthday present for a friend. Look around and choose which shop you’re going to go into.
Now you’re inside the shop. How does the space feel? Is it big or small? Is it crowded or empty?
Is there any music playing?
Does the shop have a particular smell?
Wander around and look at the different things you could buy your friend. Pick things up. Feel the texture. Feel the weight. Check the price.
Decide on the present you’re going to buy and when you’re ready, open your eyes and tell your partner about the present.
One thing I like about this task is that the guided visualisation takes the learners on a journey, but what we’re really interested in is the end product, so they don’t need to share the process of getting to the present, just the object they finally decided on.
As learners are sharing with their partner, use the time to monitor and collect errors or new language you’d like to share with the class. As the topic is very open, learners might have decied to buy clothes, furniture or decorative household items, plants, jewellery…so a wide variety of language can come up whilst they’re sharing.
Feedback as a group on the different items learners chose for their present. Then write a six or so of them on the board, along with the price of each. This then leads onto a PET-style discussion activity.
Say to the group:
You want to buy a birthday present for a friend. Talk together about the different things you could buy and then decide which would be best.
Learners work in pairs to do the task, whilst you monitor and collect errors.
Do some feedback on the task, asking pairs which present they chose and why.