5 English grammar games with ready-to-use sentence examples

A correct multiple-choice answer does not necessarily mean a learner can make a sentence independently. Combine recognition with production when using grammar games. Keep one main structure in focus so students are not learning several language rules and a new game at once.

1. Repair the robot’s diary: simple present

Pairs correct “He play football on Sundays”, “They walks to school”, “Does she likes apples?” and “I don’t likes milk”. Model answers are “He plays football on Sundays”, “They walk to school”, “Does she like apples?” and “I don’t like milk”.

Briefly discuss agreement and the verb after does or don’t. Then ask for a new sentence about a group character. The new example checks application rather than copying. Avoid a speed score while learners still need to think through the form.

2. Silent director: present continuous

A learner mimes read, swim or cook while pairs write a complete sentence such as “She is reading”. Two performers can prompt “They are swimming”. Occasionally ask which subject and form of be are needed.

If students call out only “reading”, acknowledge the verb and request the whole sentence. Pictures work instead of mime. Choose familiar actions that students can comfortably perform or describe.

3. Place the object: prepositions

Draw a table, chair, box and ball. Partners give instructions such as “Put the ball under the chair” and draw or move a card. After three turns, they swap and confirm using “The ball is under the chair”. Start with in, on and under.

Complete the task with both the position and the sentence. If the picture is ambiguous, improve the picture rather than treating a visual misunderstanding as a language mistake.

4. Design a question

Display “She goes to school by bus”. Assign a detail to ask about: person, destination or transport. Possible questions include “Who goes to school by bus?”, “Where does she go by bus?” and “How does she go to school?” Reserve subject questions for learners who have studied them.

Then use “They play football in the park on Sundays”. Pairs create two different questions. Accept alternatives that match the information and use an appropriate structure instead of requiring one exact wording.

5. Order the sentence, then change a detail

Students order “There / are / two / books / on / the / desk”. Change two to one and ask them to produce “There is one book on the desk”. Add a negative or question only if it belongs to the lesson goal.

Questora’s Reorder takes statements, one sentence per line. Lead the change-a-detail stage after the ordering round so students attend to the grammar rather than only the positions of the words.

Make the scoring understandable

Award credit for the target structure and meaning, with an opportunity to repair after a clue. A small unrelated spelling slip should not hide evidence of verb knowledge. Explain the criteria before playing and use them consistently.

End with three independent items

Ask each learner to correct one sentence, choose one form and create one new sentence. Use fresh examples. If “Does she likes” remains common, revisit that structure at the next lesson opening. Individual responses guide the next teaching decision.