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I had several ‘debate’ activities in my English class. Since it is a formal, prepared and rule-high activity,  every student needs to be well aware of the procedures and they need several practice times as well. I used visual aids at the first phase of the course by watching a video of the other students performing debate. Through this students can get an idea of what is going on and what their roles are. Then students are provided with a controversial topic such as ‘strict policy on school uniforms’. They have enough time to gather ideas on each side and then they are assigned in three groups : ‘pros’, ‘cons’, and audience(judge). Next, they prepare to support their position and to rebut the other side’s opinions. With this activity, students actively participate and if there are some students who are in low level or reluctant to participate or speak they also have a role to play as a ‘judge’, in which they can hear what others say and take some notes, then they would judge which side presents better. This ‘debate’ not only enhances students critical thinking skills, but also helps them to build information sorting skills. 

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Secret Role Play (Using Google slides Prep)

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Secret Role Play (Using Google slides Prep)

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Something that I have done quite a lot is a prepared and structured role play using Google Slides.
Students choose someone (this can be more structured based off of topic studying) to make a mind map PPT about. They have different arms of the mind map for likes/jobs/interests/etc and write simple words about it. I should add that who wrote the slides is kept a secret, as log in names are turned off.
They then, off of that, write some more full sentences in the voice of the person. Other students can write comments and corrections once they believe they have done with their slide/persons mind map. All the while I will monitor the writing and corrections to make sure that everyone is pulling in the same direction.
In the next lesson, the students have certain people they have to find in the classroom by asking specific questions they have prepared based off of the information on the Google Slides. I give each student 3 or 4 people that they have to find the "True Identity" of.

This is a more prepared and rule-heavy activity that I do. I think that I should try to do some more activities like this as I often focus on spontaneous and rule-light activities.

What do you think? Do you have any more ideas of prepared and rule-heavy activities I could do?

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Having a look at some of the other groups, I decided to categorize the activities from the online Module content using  a picture (as of that in group 4, a great idea!)
The different sizes of circles represent the spread of how I think these activities can be taught.
I think in doing this I have perhaps realised that I perhaps generally favour spontaneous oral activities in my own classroom, something that I should certainly work on.
Having said that, I have also used Google Slides extensively in preparation for a role play style activity, which I will explain in another post!

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This activity would be quite fun too. It is quite similar to role-playing.

Students will be placed in groups and asked to come up with an Alibi. They will be asked to visit other groups as investigators to interview them later on as well.

Teachers can give guided questions for SL students as investigators, As for HL students, they can come up with their own questions.

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Instead of having fixed rules eg: speaker 1,2, 3 and the time limit etc. A worksheet of 'pros and cons' can be given to students for them to come up with ideas of a given topic.

Students can be arranged into different groups eg: if they have more points and evidence etc for 'pros', they can be together. Or it can be pair discussions -  a student with more 'pros' point and a student with more 'cons' point

This allows them to share ideas, develop mindedness and critical thinking.

For SL group, they can end with an open discussion with the class. For HL group, they can try out a debate setting and present to the class with 2 Vs 2 or 3 Vs 3 (it can be just stating each side's Points, Evidence and Explanation), not a must to include language used in a debate.

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Actually, I often do something similar to what Joshua posted. But I use pictures, or even ask students to draw their own and then they have to describe the situation so their classmates listen to the descriptions and draw. 

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Actually, I often do something similar to what Joshua posted. But I use pictures, or even ask students to draw their own and then they have to describe the situation so their classmates listen to the descriptions and draw. 

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Another activity my students like is " 3 lies and 1 truth", boost creative answers and can be altered to specific vocabulary and grammar.
Oops, 2 lies and 1 truth ;)

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I came across this idea a year or so ago and I really like it. You can grade it/scaffold it to students' levels.

In this task, we prepare two stimuli or texts to give half of the students, respectively. This could be a longer text, or even something like a poster or advertisement. The students then have a short time to analyse it on their own before they get put into pairs. Then, in pairs, they sit back to back and describe the key points of the stimuli to the other student in turn. This could be key factual information, how it looks, the layout, type of text etc. You can tailor this to whatever is more useful/pertinent to your class at the time.

The students then pair up with someone else with the other text than their own, and ask questions based off the information they were told.