Shared by Julia Patricia López:
Regarding groups, I usually give them cards to prevent them from always choosing the same partners and mix them up.
The content of these cards vary depending on the level and the content we've been covering in class. For example, if we're studying vocabulary related to art, I may give them cards with images of famous works of art, others with the name of the artist, and others with the English word (still life, portrait, statue...) if I want them in groups of three. The same applies to grammar structures - the overly used list of irregular verbs, for example - to even short stories that I have previously chunked in as many parts as necessary.
The procedure is simple: randomly hand out the cards and ask the students to mingle and find their group partners by asking a question (who's got the image of.../who's got the past tense of...) or by reading aloud their part of the story. As you can see, the activity is extremely flexible and it can be adapted to almost any content.
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