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Simon's ELT Activity Land

grammar loops

Word mnemonics
using logic
Grammar poems
grammar loops
using stories to explain grammar
Language connections
Sentence Games
Simultaneous games
Reading aloud
Professional interests and articles
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By creating a link between language content and kind of activity used to practise it, we may provide benefits to learners, and would certainly increase the repertoire of teaching/learning activities. Here are some ideas, focusing on specific language points, on how this works in practise.


Questions about questions.

Students play twenty questions, but instead of objects, think of a simple four word question, eg Do you like icecream? This involves metalanguage such as pronouns, auxiliary verbs. Example game:


Q1 Is it a yes/no question?  Yes.

Q2 Is there an auxilary verb? Yes.

Q3 Is there the verb to be ? No

Q4 Is it do? Yes

Q5 Is there a pronoun? Yes

Q6 Is it you ? Yes

Q7 Is it about sport? No

Q8 Is it about entertainment? No

Q9 Is it about food? Yes

Q 10 Is it about salty food? No

Q11 Sweet food? Yes

Q 12 Is it Do you like chocolate? No

Q 13 Do you like icecream? That’s right.


Conditional maze.

To complete this maze,  students need to understand both example conditional sentences given and the instructions, which are also conditional sentences.


Start here



If there will be a mistake in this sentence you would have gone to square 4. If not go to 3


If I were you I’d go to square 8.

If  I was you, I’d go to square 7.

Go to the square given in the most grammatically correct sentence.


If unless means the same as  if, go to 6. If it doesn’t, go 12.


If you got the last answer correct, go to 6. If you did not, go back to 1


If this is labeled as   5, go to 10. But just supposing it had been labeled as 6, then you would have had to go to 3 .


If you didn’t study English, you wouldn’t be able to understand this sentence.

If correct go to 11, if incorrect, 10


 If your father had been a  billionaire you wouldn’t have to work.

If this is a good sentence, go to 2. If  not, go to 10.


If the if clause has to come first, go to square 10.

Go to square 5 if it can come after the main clause.


If eight minus one  makes nine, go to square nine. If it doesn’t, go to the square which is the correct number of this sum.


If you have visited all other squares before coming to this one, then you have correctly completed the game. If not, start again!


If this square is in the third column and the bottom row, go to 3.If not go to 12


If you are doing this game between 3 and 5 in the morning,  go to 2. If not go to 9



Square 1: there are several mistakes, Square 4: landing here shows you are correct, go to 6, Square 6: correct (mixed conditional), Square 11: it is, Square 3: it doesn’t, Square 12 you’re not, Square 9:  it makes 7, Square 7 a correct mixed conditional,  (past condition with result now), Square 2: were is traditionally correct, Square 8: the sentences  show that the second is correct, Square 5: ignore the unreal conditional, Square 10: Finished!




Preposition placement.

Give students a blank 3x3 grid. Read the  instructions below to students, or give them in written form. They should write the appropriate word in the right square and draw the appropriate arrow. Check students’ answers. then put them in groups to try  to reconstruct the original instructions.

Write ‘in the centre’ in the centre. Write ‘above’, above it. On the right of ‘above’ write ‘on the to the right of’. Write ‘below’ below it. Write ‘under’ under ‘below’. Next to ‘under’ write ‘next to’. Near ‘next to’ write ‘near’, and on top of ‘near’ write ‘on top of’. In the last square, write ‘in the corner’.

in the corner


on the right of

on top of

in the centre



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