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Having students go back and forth as the different roles interviewer/interviewee often helps them to understand the different perspectives,  as well as spontaneously coming up with different questions that they might be asked in an interviewer when they have a real interview down the road.

Evan

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I use this one to bring in some of my Drama background to teaching language acquisition. Each students gets a character/role to do a bit of research, then they interact as a panel/interview/or walkaround.

Evan

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Skyler
I use this every year. You project a controversial statement onto the board with two arrows pointing to either side of the room. Usually, the arrows are "agree" and "disagree." Students must physically move to the side they want and then the teacher can choose at random and why they chose that side. My students here in Qatar love this activity. I even used it as a reward activity for a while they loved it so much.
One rule that I have is that students may not remain "neutral," so they must choose a side even if they don't really have a side. I've found that this helps students have to create arguments for things they might not whole heartedly agree with.

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I find the idea of using socratic seminars to promote effective discussion skills very interesting. I’ve heard of the approach before but haven’t had the opportunity to employ the method in class. I think this would be particularly useful for HL students when preparing for the literary question in the internal oral exam. When I was reading through the overview for the approach, I noticed a potentially useful resource in the related resources/lesson plans section. I’ve attached a link to the lesson plan in question. The thing that really caught my eye in the lesson plan was the ‘Creating Prompts’ worksheet which helps students to ‘create discussion prompts that inspire their peers to respond and comment about the literary work.’ I think it’s really important for students to have the language tools at their disposal that will enable them to give authentic responses in this part of the exam.

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Students can be asked to bring to school an object to show and tell about. This is lots of fun because students will often bring in something that is meaningful to them. That means they are sure to have plenty to talk about! Encourage students to ask questions about each other’s objects. Instead of having students bring their own objects, you could provide an object of your own and ask them to try to explain what they think it is and what its purpose is as well. Another option is to bring in pictures for them to talk about. This could be discussed with a partner or in a group, before presenting ideas in front of the whole class.

(ESL speaking activities)

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Please, feel free to write your own activities by clicking on anywhere of this Padlet.

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With this activity, we, as teachers, are encouraging students to speak freely about the topic by expressing their opinions about several topics.Taboo
This is a wonderful activity to do with students, for they can speak their minds based on a specific topic which is maybe a "taboo" for them; such as: religion, sexuality, education, sexual orientation and so on.

With this activity, we, as teachers, are encouraging students to be able to speak freely about the topic by expresing their opinions and concerns about several topics.

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The teacher hands out ready-made questions—maybe three for each student—around a topic that is being studied. For example, let’s say the topic is food. Each student could be given the same questions, or there could be several different sets of questions such as questions about favorite foods, fast foods, breakfasts, restaurants, ethnic foods, home-style cooking and so on. Then each student partners with several others, one-by-one and asks them the questions on the paper. In each interaction, the student asking the questions will note down the responses from their peers. At the end of the session students may be asked to stand up and summarize what they found out from their survey.

(ESL speaking activities)