Translate grammar sentences

One of the low-fun activities for me is the translation of sentences from L1 to L2. Some exams still have this tasks and some students still choose exams that have it.  Of course they are beneficial though. Khmmmm...
Suppose your students are to translate a couple of sentences that are examples of a certain grammar points.  You can post these on Facebook, you can assign two or three sentences to one student. After having translated them peers can correct or comment on each other's sentences.
Variation:

They will use Google Translate, it will give them sentences with errors. Why don't they correct them?

You can also give them google-translated sentences with errors, they would have to correct them and find out the original L1 sentence.

Translate and translate ...

The other day one of my students asked me to help him with a test-prep project.
They were doing -ed/-ing adjectives. 
They did the unit of a relevant grammar-in-use book.
Their teacher told them they were to be tested on the sentences in a couple of days. The test was translation from L1 to L2. This is very challenging as the subject of the test is not only -ed/-ing adjectives but a range of other points (other grammar, vocabulary, etc.)

On the other hand it was not just rote learning 10 sentences or so, there were about 70-80 sentences!!!

It was not a real option to write them each in two languages by one person to be studied later.

The number of learners in his group is 16. If they create a flash card set collaboratively, quizlet.com for example.  5 sentences (L1, L2) per person is quite manageable. So each student writes 5 virtual flashcards in collaboratively created virtual flashcard set (they may peer-correct it and the teacher can have a say too).
Now there’s nothing else to do but have a flashcard contest. The scores can be posted on Facebook, the winner may win a ..... something.

Talent pageant for grammar exercises

Sometimes out of some mysterious reason you might want your students to practise a specific grammar point. The Facebook way:
Suppose your grammar point is Present Perfect vs. Past Simple.
post this link on your group wall:
http://www.agendaweb.org/verbs/present_perfect-exercises.html
(Agendaweb is a great resource for all kinds of web-based exercises, basically a multitude of links categorised, for grammar I go there first.)

Ask the members of the group to find 3 links that are relevant to your point. (I clicked 10 times to find 3 relevant links.) This stage helps raise the awareness of what exactly these structures are and increases learner autonomy.
They are to post their threesomes of links in comments.

Semi-final:
After having done the exercises they choose one favourite.
You post an update ?FAVOURITES? for example, they post their favourites in the comments section.
Final:
Now they have to vote for the absolutely favourites. For that everyone has to do all the favourite exercises (one per group member) and vote in a poll (Facebook question).

Now the three best exercises are the winners.

Then create a group document and tell everyone to copy in there a certain number of items from the exercises per person, depending on the size of the group. You might need about ten items.
Now this may serve as a test. Or if you want to take it more seriously you just make slight changes in the sentences  and alter the order.

Through this procedure you make your students aware of the given grammar structure, you hopefully give them ample amount of practice (many sets of different types of exercises disguised as a talent pageant for exercises :D:D) and even more autonomy as they can have a say about the test.
They may get acquainted with a number of free online exercises that are corrected automatically, they can choose sites that are suitable for them for further self-study.

Video grammar

In this activity I used a video which is a meme in my country. It is a re-dubbed version of a cartoonized folk tale. Although it contains strong language at places I would use it for its popularity. 
Learners are to watch the video and write sentences with two PAST CONTINUOUS structures, also provide tha point of the video when the scene appears. 
E.g. 3:05-3:08 While József was cooking the bauxite soup, Babi néni was licking her lips.
It also occurred to me that students might try and explain in English why the video is so popular in Hungary, I find it a very authentic task (mediation). They can do it collaboratively in comments. These comment threads provide basis for editing a piece of writing, comments can  be linked with a focus on cohesion and coherence.
Group members may find similar videos for the same purpose according to their own preferences.

http://youtu.be/RXg-2Us3NRY

Grammar in the world

Sometimes you meet things  in the world around you that can be described by a certain grammar structure :D. You have your mobile in your pocket or bag, don't you? Why don't you personalize/localize grammar?

One morning I found this and had this task idea:

The comments:

These nasty group members failed to use the structures given in the task but were collaborative, creative, interactive and communicated with each other. (And they won't escape punishment, hahhhaaaaa!!)