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This is a great activity to activate student thinking prior to learning a new theme/topic.

Give students an image or a quote. Ask students to think (and write if necessary) while considering this question: "What do you see? What resonates with you?" Then have students turn to an elbow partner and share out their thoughts.

If time allows, students may share out to the whole class as well. You may choose to have students share their elbow partner's response instead of their own to the whole class, which promotes listening as well as speaking skills.

Have fun!
Ruby

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Divide students in groups of 6, 8, or 10. Have each group of students in a circle.

Students reach out with their right hand and hold someone else's right hand. Then students reach out with their left hand and hold another person's left hand. Check to make sure no two people are holding both of each other's left and right hands.

The objective is for students to communicate with each other while trying to untangle themselves back into a circle without letting go of one another's hands.

Make sure you ask students for permission to video record them. Then play the videos at a later time and debrief.

Have fun!
Ruby

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Have each student write three facts about themselves that nobody in the class knows on a piece of paper. Make sure each student includes their name on the top of the page. Collect the sheets of paper and bring three students to the front of the room. Read aloud one of the facts that is true for one of these three students.

All three claim that the fact is theirs, and the class then proceeds to question them in an attempt to determine who is telling the truth and who is lying. Each student is allowed to ask one question to one of the three students. After a round of questioning, the class needs to guess who is telling the truth.

Another version of this is that a student tells a personal story (it can be true or false) in front of the class and needs to convince his/her classmates that it is a true story. Classmates are allowed to ask questions and the student needs to answer them with much detail as possible and with no hesitation in order to make it look as a real memory. After a round of questioning, the class need to guess if the story is true or false.

Laura

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Give each student a portion of a comic strip. Without showing their pictures to one another, the students should attempt to describe their image, and put the comic strip into the correct order. After about 10 minutes, the students can guess the order, show one another their portion, and see if they were correct.

Laura

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Students work in pairs or small groups. Each pair or group is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students discuss the similarities and/or differences in the pictures.

Laura

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Before coming to class, students are asked to read a newspaper, magazine or any piece of writing and when in class, they report to their classmates what they find as the most interesting news. Instead of reading a piece of writing, they can also talk about whether they have experienced anything in their daily lives worth telling their classmates.

Laura

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Students take turns to add to a story. Teacher starts off the story and stops after a few lines. Each student then takes turns adding to it. It is often easier for them to start their section with 'but then' as they are able to alter the storyline to meet their interests and level.
The story continues until it reaches a resolution/ conclusion, or everyone has had a turn.

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Students work in pairs (or small groups, depending on how many versions of the text you want to create!). Each student has a copy of a text with a number of gaps throughout, as well as a list of possible answers for their partners text.
The students take turns to read their individual part of the text and their partner supplies the correct answers for the gaps, and vice versa.
If working with groups this could be a more challenging activity as the answers could be for any of the texts, meaning there needs to be a greater level of understanding and concentration!

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In this activity the students are given a card detailing their character, which is one half of a famous pair. They must speak to other people in the room, asking questions to find their 'other half'.
They aren't allowed to say who they are or who they're looking for specifically, but must find their partner through questioning.
Pairs could include:
Romeo and Juliet
Tom and Jerry
Sherlock Holmes and Watson
Aladdin and Jasmine
Peter Pan and Tinkerbell

You could even add in 'trios' if you have an odd number, for example Harry, Ron and Hermione!

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The teacher prints a grid with several questions, for example 9. Each student is given a sheet and he/she has to move around the class and ask those questions to his/her peers. When all the students have asked all the questions and have written next to each one the name of someone in the class who answers the question, then this activity is over.

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In this activity, the teacher writes the alphabet letters on the board, as a round roulette. Afterwards, a student says a studied word that starts with that letter and says aloud a sentence using it. Then, the student who is sat next to him/her, says another word with the following letter of the alphabet, plus a sentence containing that word. If a student does not know a word that starts with a letter, he/she can say "pass-the-word" and the next student has to say it. The activity finishes when all the letters of the alphabet have been crossed out.

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By using a small soft ball, the teacher starts to throw it to a student, saying his/her name firstly and asking a question about a field of vocabulary or grammar recently worked (i.e. flavours, pastime activities, environmental issues...). Then, that student needs to throw the ball to another student and ask a different question but related to the same field.