Well, I think presentations are often quite useful. (I teach at a university in Korea, where the level of English probably a little lower than in China's east.) My students (Korean and Chinese) try to C&P a PPT too much, but with careful practice on how to give a presentation and selection of items that can't be C&Ped (e.g., I have the kids do oral history), I mostly get real effort. In my tourism class, some of the presentations have been a demonstration of TKD, a demonstration of traditional Korean games, and a presentation of some traditional Korean food (yeah, You guessed it, the student didn't prepare the food: her mother did.) In all of these, the very nature of the presentation necessitated the students to itneract in order to clarify points.
But on a more basic level, try using TPRS. In essence, it has you ask a story that the students create by answering questions (an early stage of the method is to teach the basic journalism questions), which are scaffolded into more complex and more independent responses. The students answer, most simply with "yes," then "no," then they have to decide yes or no, then they have to give back (parrot, but only at first) content words and chunks, later they have to supply their own explanations and interpretations. In addition, during the asking fo the story, they are encouraged to add details of their own choice.