Billy Billy Bob
Aims: warming-up, but possibly also vocabulary repetition or
pronunciation practiceLevel(s): allLanguage focus: none
necessarily, but certainly counting 1-10 and possibly vocabulary
and pronunciation practiceTime: 5-20 minutes, depending on the aims
and on how familiar students are with the activityPreparation:
none
Procedure: Students form a circle and one student stands in the
centre. Randomly the student in the centre points at one of the
students in the circle and says one of a number of things (see
table below). The student pointed at needs to respond quickly or
perform a task before the student in the centre has counted to ten.
If the task is not done correctly or not in time, the students
change places.
centre student sayscircle student
says/doestiming/consequence
Billy Billy BobBobBefore the centre student says Bob
BobnothingIf the circle student does say something, the students
change places
elephant Brings the fingers of one hand to the nose and the
other arm sticks out through the first arm like a trunk (and the
student can trumpet like an elephant at will)Before the centre
student counts to ten
toasterThe two neighbouring students form the slot in which the
slice of bread is toasted by stretching out both arms towards each
other; the student in the middle jumps up and down to indicate the
slice up bread popping up. Before the centre student counts to
ten
James BondThe student strikes a manly and confident pose while
supposedly blowing out a smoking gun; the neighbouring students
perform the roles of Bond girls as they simulate that their hands
go up and down James Bonds body.Before the centre student counts to
ten
Variations/Additions1. Any word can trigger a new task, either
for the individual student pointed at or for the relevant student
and their neighbour(s). Students can make up these tasks
themselves.2. Vocabulary from the course book unit that is being
worked at can be used to trigger tasks.3. The activity can also be
used for pronunciation practice by choosing trigger vocabulary that
contains a similar sound or pronunciation process. For example, all
trigger words contain the vowel //.
Notes to the teacherThe activity works best in a group of 6-10
students. In larger classes separate groups can be formed to do the
activity simultaneously. Alternatively, students can have stunt
doubles standing behind them and if they fail to perform a task,
the stunt double takes their place in the circle.
