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Formal debates are a good opportunity for students to practice team work, time management skills and taking a side on a topic.
I like using this type of activity when I observe different prespectives towards a topic in the classroom. This activity requires that students develop and practice critical thinking, that they support their ideas based on evidence and that they examine personal convictions based on their own values and beliefs. This activity is also fantastic in order to teach students to synthesize relevant information to provide clear and reliable facts about a topic for others to make an informed decision.

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As teachers, we need to encourage students to use the langauge in the classroom for simple and complex interactions. Informal chat requires that students reply spontaneously and that they use diverse langauge conventions. I always encourage my students to utilize the langauge even when they feel overwhelmed, angry, happy, etc. I think spontaneous language is complex because it requires students to understand how to reply in an effective form. Additionally, this type of activity encourage students to understand the importance of turn-taking.

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Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

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Spider webs are a great tool for group work and team
building activities. Spider webs are easy to create and
can be set up as a permanent feature at your setting;
temporary and put up when needed or created with
each learner group as part of a team building and
skills development programme

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It generally starts from students question about some current event that may be related to the topic under study. Such a discussion is quite helpful to students as it helps them to understand current events to analyse and relate facts to real life situations In such a discussion the knowledge of facts is reviewed and an understanding is developed.

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class discussions can encourage students to learn from one another and to articulate course content in their own words. While generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help students learn and motivate them to complete homework and to prepare for class.

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Bring situations to life
Realia and props can really bring a role-play to life. A group of my young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I believe it made the whole process more fun and memorable for the class. As soon as it was placed on their heads they 'became' the pizza chef and acted accordingly. As students practise the role-play they might find that they are stuck for words and phrases. In the practice stage the teacher has a chance to 'feed-in' the appropriate language. This may need the teacher to act as a sort of 'walking dictionary', monitoring the class and offering assistance as and when necessary. If you are not happy doing this and you feel that the process of finding the new language should offer more student autonomy, you could have 'time-out' after the practice stage for students to use dictionaries to look up what they need.

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The students like that they can express their opinions in several formats and how easy and fun it is to discuss with the guided open-question format.All students are engaged because they all get a chance to be on the panel. When they’re in the audience, they participate in a digital or print version of a “Twitter” chat, just like a real audience does. The panel only has four or five members, so the panel gets plenty of opportunities to discuss; once they’ve contributed to the discussion several times

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MY OPINION ABOUT ROLE PLAYS

I like using role plays in my class in order for students to challenge themselves to use langauge conventions that they are not used to use. However, I think that over using role plays may impede that students develop real interaction skills. I believe that role plays are much fun and they are activities that students enjoy  A LOT. However, I think that as teachers we also need to encourage students to take real-life roles. Role plays might give chances for students to use vocabulary that they'd probably rarely use or to face a situation with little chances to happen; however, these activities are necessary in order to polish students.

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Why use role-play?
It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy Harmer advocates the use of role-play for the following reasons:

It's fun and motivating

Quieter students get the chance to express themselves in a more forthright way

The world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities

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Activities
Form of a story
reviewing film
Self Introduction

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Activities
Role- Play roles
Pannel Discussions
Debates
formal debates
Class Discussions
Seminar Presentation
Speeches

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Activities
Informal Chats
Role Play situations
Ice breaking activities
class survey
Pair & Share