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Phonics and Story Game (By Justin Stevens) - Coggle Diagram

- - - - 3) After having understood what sound the symbol makes, each group will come up with their own word in English which contains that sound. For example, one group may come up with the word "mɪss". They should then have 1 student in the group write the word down (using the "ɪ" symbol where needed). As soon as the word has been written down, each member in the group should stand up and yell their number (e.g. the first group to finish can yell "One!").
        
        4) The teacher will call on the first group to read their word. Their pronunciation doesn't have to be perfect (the teacher will work with the class later on that), but the word that they came up with has to use the chosen IPA symbol. If they're correct, they get 3 points, if not, they get 0 points.
        
        5) The 2nd fastest group can then say their word, and the same thing happens with this group as with group 1, except this group only gets 2 points if they're right. The same thing then happens with the 3rd fastest group, but they just get 1 point if they were right. As each group says their word, the teacher should work with the whole class, having them all repeat the word and making sure no one is obviously mispronouncing the sound.
        
        5) a. If at any time in this portion of the game it's found that 2 groups came up with the same word, both groups choose 1 member to have a rock-paper-scissors face-off. The losing student's team is then out of that round.
        
        3) a. If both groups yell the same number, each group should choose 1 student to have a rock-paper-scissors match. The losing team is out for that round, so the students will understand that it's not a good idea to stand up and yell "One!" unless they're sure they're first. If a group stands up and yells the wrong number, they're out for that round; so, they'll understand to only yell the number they're sure of.
- - - - 3) Once the 2 minutes are up, the teacher will draw a group's number at random from a container. If the group is ready, the spokesperson will read out loud the sentence the group came up with. Every student in the class will write down the sentence the first group came up with as the spokesperson reads it aloud, thus allowing them to practice their listening and dictation skills. An example sentence that is 9-11 words long, uses the word "mɪss", and is in the past simple tense is this: "Tom was a lonely boy, who mɪssed his family a lot".
        
        4) If the sentence is complete, uses the correct tense (as stated previously determined by the teacher), is grammatically correct, uses one of the 3 words produced in part 1, and is relevant to the ongoing story that the class is creating through the game, then the group gets 4 points and everyone can move on with the game (back to part 1 for another round).
        
        4) If something's grammatically wrong with the sentence but it uses the predetermined tense and one of the three words produced in part 1, the first group who can make the sentence grammatically correct can take 2 points from that group, leaving the two groups with 2 points each.
        
        4) If the sentence use the predetermined tense stated by the teacher and/or doesn't use 1 of the 3 words produced by the winning groups in part 1, that group sits down and teacher draws another number from the container, making sure to leave their number out.
      - 2) a. The teacher can decide how complicated the tense can be. If the class hasn't studied tenses in depth, the teacher can simply tell them to use the past, present or future tenses. If the students know all of the tenses, the teacher can choose any that are more specific (e.g. present continuous).
        
        2) b. The amount of words that should be in a sentence should always be a range (e.g. 5-7 words, 9-11 words, 3-5 words).
        
        2) c. Each group will have a designated writer and speaker for each round of part 2. They will rotate these designated roles each time, so everyone gets a chance to be a spokesperson and a writer.
- - - - Once every groups concluding sentence is on the board, the class will vote on which one they prefer the most, but they can't vote for their own group's sentence—they MUST vote for another group's sentence.
        
        The group with the most votes gets 10 points for this round. The game is over, and the teacher can review the sounds associated with each IPA symbol they learned with the whole class. The teacher can announce the group that won the game.