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This activity is classified as rule-heavy and prepared. Since students have different information and they have to communicate with each other, this activity too can develop students' oral skills. Also, students can practice speaking in a comfortable environment and have responsibility as well.

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Students are going to have different information and explain each information as an expert. This activity can maximize communication because each student needs to talk to the other students in order to explain the information they know. Also, they get to have responsibility. This activity is classifed as rule-heavy and prepared.

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1. (My addition) Partner discussions: This activity allows for students to prepare for a discussion with a small group. Students can either prepare questions (like a mini-socratic seminar), research a topic, etc. Since it's just 1:1 discussions, this activity allows for more fluidity and also comfortability.
2. (My addition) Group project on a topic of their choice: This allows for students to research and present on a topic of their choosing. Since it's a group assignment, the group would need to agree on a topic, which already allows opportunities for the small group to practice their language skills to negotiate. There are light rules since it's a topic that students get to choose.

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1. Role-play roles: This activity allows students to fully think about the role that they are going to play and figure out what that is going to look like. This level of control will be helpful in allowing students to feel comfortable presenting in front of the class and/or group.
2. Formal debate: For this activity, students have to pre-formulate ideas and come to class prepared to discuss/debate the given topic and provide evidence. This allows students an opportunity to be more comfortable speaking publicly. I have also seen one of my colleagues this year have students prepare both sides of the argument and not know which side they are arguing until the day of (with the flip of a coin) and this is an interesting take on this method.
3. (My addition) Speech: Students have to write a complete piece with the main intention of it being read to the class. Again, this gives students the opportunity to practice beforehand so that they feel more confident prior to the class period.
4. (My addition) Socratic seminars: This is one of my favorite activities to do with students. Students create the questions and have time to prepare for their own questions to be asked/answered; however, there is also some spontaneity because there are questions from other groups that they might not be expecting.

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1. (My addition) 20 Questions: For this exercise students are given "roles," usually characters that they have to embody. When they have gotten into character, the rest of the class gets to ask 20 questions and the character must answer in either ways the character would answer (if the class knows who the character is) or they have to answer in hopes that the class will guess who they are (if the class doesn't know who the character is). This gives students the opportunity to better understand the characters while also practicing speaking and having fun.
2. (My addition) Charades: This one is similar to that of 20 questions. The students draw roles at random and then has to act it out while the rest of the class guesses. The roles could be characters, emotions, situations faced in the story, or just acting out classroom behaviors/routines. This is a great way for students to feel more comfortable in front of the class and to practice oral skills.

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1. Role-play situations: This activity allows for students to act out situations (ideally from a book or something we've been studying). This is a great exercise to allow students to understand the characters' feelings and experiences. It also helps to allow students to understand their peers and those from varying backgrounds.
2. Informal chat: This activity is helpful for building relationships between students and also student-teacher relationships. One way that I incorporate this is "hallway conversations." I will pull students into the hallway to have a quick 1:1 conversation with me when needed (sometimes this is behaviorally, others it's just a check-in). I will am to do this more frequently too. Further, I now have students that will ask for hallway conversations if they feel they need one that day.
3. I don't have any further additions to this category at this time.

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The chart above is my classification. And the following is how I will incorporate oral interactions into my lesson plans.
1. Informal chat -- daily greetings among the teacher and students.
2. Role-play situations--exercise students' empathy in certain situations.
3. Stimulus-to-Interaction--Theme research and discussions.
4. Interview--Simulated job hunting or radio shows promoting celebrities or their publications.
5.  Discussion pairs--mini-surveys on specific issues.
6. Discussion small groups--explore an unfamiliar theme or an article.
7. Discussion system--presentation of a study or a survey.
8. Role-play roles--plays or dramas.
9. Panel discussion--simulated public hearings on specific topics.
10 Panel experts--Public appeals to raise awareness.

As indicated from the classification above, the activities I suggest are plays or dramas, simulated public hearings and simulated radio shows or podcast.