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Choose a music video that you really like. Imagine you could interview one of the musicians. What question would you ask? Use the questions to write an interview to be published. Remember to use the structure, conventions and formatting appropriate to a written interview.

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Students watch a Film or important parts of this and they have to take notes and answer some questions about it. For example:

What is the setting of the movie?

What is the basic plot?

Who is (are) the protagonist(s)?

Who is the antagonist?

Give a brief summary of the movie.

What are your impressions of the movie?

How does the movie relate to what we are studying in class?

What are some film techniques that the director uses to enhance the message?

Then we can share ideas in the class in groups or teachers and students interactions.
I consider that activities like this can be good for the students. Because they love to watch movies and one of the reasons what they want to learn English is because their favorite movies are in English. So I think that they will feel motivated to learn.

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Speaking activity:             Act it out!  

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Speaking activity:             Act it out!  

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I really like the idea of spontaneous acing and Debates.

Sonnet 141 Shakespeare

One thing I love to do is read with my students. Most time they engage in such a way that they become part of the story themselves. I got this idea from a book we read last year called: Little women. For my students, just the idea of having more than 2 siblings is enough to form a bond with this book. Being the age it's from and having to really read between the lines was a challenge in it's self, yet they lived it to the fullest. One character in particular was their favorite, and not in a good way.
ACT IT OUT:
The idea behind this activity is to have students bring the scene to life using present day words and actions. Since this book dates back to the 1800's, it's very different from how people now a days. In this activity students must be very aware of their tone, intonation and fluency; since it's a scene they are acting: it has to sound as legit as possible.
PRESIDENTAL DEBATE:
Another activity that really gets them going is a presidential debate. Most young students do not like to get involved with political views since they feel it does not have to deal with them. Being part of this IB program, I feel it is absolutely necessary for them to speak their mind when it comes to people running a country they live in. Not just because their parents say so. In this activity students are given an index card with truths, facts, and past actions from an EX president. Students are to debate a light topic and act as if they were to be running for president once again. Students focus on Key word, target language as well as tone and audience.

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You have to be REALLY careful with this one for it no to be offensive to anyone. Students are asked to come up with one fact, no matter true or false, about one of their friends in the class. It must not be rude, of course, but it will almost always be funny. Then they are asked to stand up, jumble up and tell the gossip anyone they want. Then exchange partners and, as they found out some more rumours, pass these facts further, piling them up in their head. As the jumble goes on, they find out some gossip about themselves, and they are free to debunk or confirm it, or they may be nudged to try and find the source of particular rumour, or give feedbacks afterwards about what they found out about themselves or others, and so on.

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From Jingjing Cheng: More Speaking Activites

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From Jingjing Cheng: More Speaking Activites

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1. Shadow Reading
I used this activity with my intermediate-high level students to practice the fluency of their speaking. Usually I will play a newscast from website  after the printed scripts are handed out to the students, or sometimes I just use text from their textbook. Students try to speak at exactly the same speed and rhythm as the newscaster or recording of the text. I will pause the recording from time to time to see if they are still catching up. The highlight of this activity is that students can imitate the recording, have the awareness in intonation and tones, and also practice the fluency.
2. Reader's Theatre
Another activity that i use quite often is  Reader's Theater, students "perform" by reading scripts created from reading texts or stories. Usually they do so without costumes or props. It is an activity that combines reading practice and performing. Its goal is to enhance students' reading skills and confidence by having them practice reading with a purpose. Sometimes, I will ask students to perform without reading scripts. They have to remember the key sentences or key words. It is also good for students to improve their English language.

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From Jingjing Cheng: Activities Classification

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From Jingjing Cheng: Activities Classification

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Rule Light:
Informal Chat
Discussion Groups
Spiderwebs
Role Play situations
Stimulus to interaction
Panel Discussion
Rule Heavy
Formal debate
Student Presentations
Socratic Seminar
Panel of Experts
Harkness Discussions
Spontaneous
Spiderweb
Stimulus to Interaction
Group and Pair Discussions
Informal Chat
Role Play Situations
Prepared
Formal Debate
Socratic Seminar
Role Play Roles
Harkness Discussion
Panel of Experts.

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Each student, or a group of students, choose a topic. All the topics are connected by one main idea, for example "The future of ... " and the variety of options: the future of the world politics, economy, food, language, technologies, art, fashion, anything a particular student likes. They then prepare a set of questions that they will ask everyone around them on the topic chosen. The students are supposed to build the questions in the way that makes an interviewee think and reflect (not just yes/no questions). Then, when the sets of questions (usually at least 6) are ready, they start interrogating. They are supposed to interrogate as many people as possible. They are allowed to go around the school and ask students of different classes, or the school stuff, or call friends and parents, but only using the language learned of course. They write down every answer. And then they come up with the results of their survey, presenting the review of the public opinion with the help of a pie chart for instance. But they must also give their own expert evaluation of how much this public opinion differs from the real state of affairs.