was sentence frames which I frequently employ in my teaching context.

These are a practical way to support students' language development both in writing and speaking by prompting students to come up with content with more complex structures and thinking.

Modeling the activity is key to sustaining the flow and making a note of the errors is an opportunity for consolidating the language point.

The sentence starters can especially be employed when teaching the conditionals, the relative clauses or the noun clauses.

I went to market …

This is a well-known children’s memory game, but it can be adapted for grammar practice. In the traditional game, one person starts by saying I went to market and I bought a pineapple (for example). The next person has to repeat what the first person said, and then add one new item: I went to the market and I bought a pineapple and a dozen eggs … and so on, round the class.

Players who can’t remember an item are 'out' and the game continues until there is one winner. As it stands, the game is good practice of vocabulary, plus two past tense verbs. But you can increase the grammar practice by slightly modifying the formula. For example (to practise past simple):

I went to London and I saw the Princess of Wales.

I went to London and I saw the Princess of Wales, and I read The Times.

I went to London and I saw the Princess of Wales, and I read The Times, and I climbed Big Ben, etc.

You can make it a rule that players are not allowed to use a verb that has already been used. Other structures you can practise like this are:

Going to
Making New Year resolutions: This year I’m going to learn drive, and I’m going to grow my hair … 

Present perfect
My poor uncle has never flown in a plane, and he’s never drunk champagne … 

Second conditional
If I were/was a millionaire, I’d … and I’d … 

In fact, any structure can be adapted to this game: use your ingenuity!

Objective: To activate students' prior knowledge and introduce the concept of Type 2 conditionals in a fun and interactive way.

Instructions:

1. Divide the class into small groups.

2. Give each group a ball or a soft object.

3. Start by saying a Type 2 conditional sentence, for example: "If I had a million dollars, I would travel around the world."

4. The student holding the ball must quickly make a new Type 2 conditional sentence using the word from the previous sentence, for example: "If I travelled around the world, I would visit Japan."

5. Continue until each student has had a turn or for a set time.

I don't prefer activities that require touching.

Student would love to get engaged with these tasks.

Additionally, Speed Dating Conversations present a dynamic platform for students to engage in short, timed exchanges focused on specific topics. This activity not only encourages fluency in grammar usage but also cultivates quick thinking and speaking skills, as students are prompted to communicate without overthinking grammar rules. By incorporating these diverse tasks into my lessons, I aim to create a rich and interactive learning environment that fosters fluency and proficiency in language use.

1. Select a set of grammar structures or patterns you want students to practice (e.g., past continuous, conditionals, or relative clauses).

2. Divide students into small groups of 3-5 participants.

3. Assign a story title or theme to each group, or allow them to choose their own.

4. The first student in each group begins the story by creating a sentence using one of the assigned grammar structures.

5. The next student continues the story by adding a sentence with a different grammar structure from the list.

6. Continue the chain of storytelling, ensuring that each student incorporates a different grammar structure in their contribution.

7. Once all grammar structures have been used, the last student concludes the story.

8. Allow groups to share their stories with the class, focusing on fluency and coherence rather than accuracy.

9. Encourage peer feedback, highlighting effective use of grammar structures and storytelling elements.

Select a set of grammar structures or patterns you want students to practice (e.g., present perfect, modals, or passive voice).

Prepare a series of engaging and thought-provoking images or photographs.

Divide students into pairs.

Project or display an image for the whole class to see.

Set a timer for 2-3 minutes.

Within the time limit, students discuss the image, expressing their thoughts, ideas, or interpretations using the target grammar structures.

Encourage students to speak freely and maintain a natural flow of conversation while incorporating the assigned grammar structures.

After the time is up, display a new image and repeat the process with a different grammar structure.

Conduct a whole-class discussion, asking students to share any interesting ideas or insights from their conversations.

Instructions:

Divide the participants into small groups of 3-5 members each.

Provide each group with a blank sheet of paper.

Explain that the objective of the activity is to create a collaborative story while incorporating specific grammar elements.

Choose a starting point for the story (e.g., "Once upon a time, in a magical forest...").

Assign each group a specific grammar element to focus on (e.g., past tense verbs, adjectives, conjunctions, etc.).

Set a timer for a designated time period (e.g., 5-10 minutes) for the first round.

Each group member takes turns adding a sentence to the story, ensuring that they incorporate the assigned grammar element.

Encourage participants to build upon the story in a coherent and imaginative manner.

After the timer expires, each group stops writing and passes their paper or whiteboard to the next group.

The next group reads the existing story, adds a sentence of their own, and continues incorporating the assigned grammar element.

Repeat this process for several rounds, with each group adding to the story based on the previous contributions.

Once all groups have contributed to each story, have a representative from each group read their completed story aloud to the entire group.

Discuss the stories as a whole, highlighting the creative use of grammar elements and the coherence of the narratives.

Variations:

Allow groups to choose their own starting point for the story.

Rotate the assigned grammar elements for each round to cover a variety of language structures.

Introduce specific themes or settings for the stories to add an additional layer of creativity.

When I teach reported speech I usually add a whispering activity. In which students whisper to one another's ears and report what they say.

If I teach If types I make them complete my sentences in groups or somertimes individually.