剑桥少儿英语三级考试大纲YLE Flyers Syllabus Mar

YLE FLYERS SYLLABUS

1.Topics, Notations and Concepts

The following topic list for Flyers includes and further builds on topics covered at Starters and Movers. Topics shown in red are introduced for the first time at this level.

TOPICS NOTIONS AND CONCEPTS

Animals

The body and the face

Clothes

Family, friends and ourselves

Folklore and fantasy (including dreams and

wishes, magic, science fiction and UFOs)

Food and cooking

Health

The home

Occupations and the world of work

Places and directions

School and education: including school subjects

Sports, leisure and holidays

Transport

Weather

The world around us

Ability

Actions and activities: including routines and

manner, past and present

Colours

and

patterns

Comparisons:

including

superlatives

Days of the week

Directions (round a town)

Feelings

Language and tests

Location

and

position

Materials

Numbers: cardinal up to 1000; ordinal up to 31st

Obligation

Offers

Permission

Position

Possession

Requests

The

senses

Shapes and sizes

Time (including 12-hour and 24-hour clocks,

days, months, years and dates)

2.Course Structure

The structure list for Flyers builds on the structure lists for Movers and Starters, extending areas such as verbs and their past simple forms.

The following structures appear for the first time in Flyers.

LANGUAGE

(GRAMMAR AND

STRUCTURE)

LANGUAGE USE

(COMMUNICATION)

LANGUAGE ITEMS

(EXAMPLES)

NOUNS

Proper nouns Talking about months and

seasons

Summer is my favourite time.

My birthday’s in November. INTERROGATIVES

What (time) Asking about the time What time is it?

What is “X” like? Asking about the reason of

something

What does ‘X’ look/sound/taste

like?

Asking about the degree of

something

How tall are you?

How long does it take?

How far is it?

Asking someone or something’s

name

What’s ‘X’ called

Asking for a description of something or someone What’s your house like? What was the weather like?

VERBS

Past Continuous Talking about future plans and

intentions I was walking down the road when I saw her.

Present Perfect Talking abut experiences and

recently completed actions Have you ever been to the circus?

Future:

Be going to Talking about future plans and

intentions

I’m going to visit my aunt

tomorrow.

What will you do when you leave

school?

Will & might Talking about

predictions/probability

She might come

shall (I/we), let’s/ could/ should Present Simple Passive Voice Making suggestions

Talking about materials and

describing objects

Shall we go to the part?

You should wear a coat

It’s made of plastic.

Verbs of Sensation:

looks like, feels like, sounds like, smells like Talking about the appearance of

things It looks like a horse.

ADVERBS

Adverbs of Degree:

enough, too

(not ‘X’ enough to do ‘Y’, too ‘X’ to do ‘Y’) Expressing why you can’t do

something He’s too tired to do any work.

He’s not old enough to ski

CONJUNCTIONS

so then Expressing result

Ordering events

Qualifying statements about

regular activities

I didn’t want to walk home so I

went on the bus.

I went to the bank and then I

went to the swimming pool.

If it’s sunny we go swimming

PRONOUNS

you (impersonal) Asking for directions Excuse me, how do you get to

the station?

NUMBERS

Cardinal Numbers: 21-100

Ordinal Numbers up to 31 st Counting up to 20 and talking about specific quantities/cost Specifying dates

TAG QUESTION* Asking for confirmation of

statement He’s coming to my party, isn’t he?

CLAUSES

Adverbial clauses with ‘when’ I started playing football when I

was six.

Conditional clauses with ‘if’

*for receptive use only

Source:Cambridge Young Learners Handbook.

3. Component 1 – Listening (20 minutes/25 items)

Part 1 – This consists of a dialogue in which one speaker describes people in a picture. Candidates match names to people in the picture by drawing lines.

Part 2 – This consists of a dialogue in which one speaker gives personal information. Candidates extract key words/ phrases to complete a notepad.

Part 3 – This consists of very short monologues, one set of small pictures, and one of words, with an unequal number in each set. Candidates match pictures to words on the basis of information heard in the monologue.

Part 4 – This consists of five dialogues. Candidates select a corresponding picture for each one from sets of three.

Part 5 – This consists of a dialogue in which one speaker gives instructions to colour/draw/write on a black and white outline picture. Candidates follow the instructions.

SUMMARY OF FLYERS LISTENING TEST COMPONENTS

MAIN SKILL FOCUS

INPUT

EXPECTED RESPONSE / ITEM TYPE

NO OF ITEMS* 1 Listening for lexical items

and verb phrases Picture + dialogue Match names to a picture by drawing a line

5 2 Listening for specified

information

Gapped text + dialogue

Record key information 5 3 Listening for lexical items Pictures + words and short monologues Match picture and word by writing letter in box

5 P A R T S / T A S K S

4 Listening for specified

information

Picture sets + dialogue

Select picture and tick box 5 5 Listening for specified

information

Picture + dialogue

Colour and draw

5

4. Component 2 – Reading and Writing (40 minutes/50 items)

Part 1 – This consists of a set of words and an unequal number of definitions/’clues’. Candidates match words to the corresponding definition.

Part 2 – This consists of a single picture and a set of statements, some of which area correct and some of which are not. Candidates write ‘yes’ or ‘no’ as appropriate.

Part 3 – This consists of five written dialogues, in which three alternative responses are given for the second speaker. Candidates choose the most appropriate response by recording a corresponding letter.

Part 4 – This consists of a gapped text, with small pictures above each gap. Candidates write in the appropriate word.

Part 5 – This consists of a picture sequence accompanied by a text. Candidates read the text and answer open-ended questions with a words/phrase.

Part 6 – This consists of a gapped text. Candidates select the most appropriate word for each gap from a choice of three.

Part 7 – This consists of gapped text. Candidates write one word in each gap (no assistance given).

SUMMARY OF FLYERS READING & WRITING TEST COMPONENTS

MAIN SKILL FOCUS

INPUT

EXPECTED RESPONSE / ITEM TYPE

NO OF ITEMS* 1 Understanding definitions

Word set and set of definitions and small pictures

Match words to definitions by writing a letter in a box 10

2 Understanding sort texts Picture and short texts

Write ‘Yes’ or ‘No’ next to the texts

7 3 Identifying appropriate

utterances

Short dialogue with multiple responses Select best response by writing letter in box 5 4 Completing a gapped text

with one word (noun or verb)

Gapped text with picture cues Write words in gaps

6

5 Understanding sort texts Gapped text and word sets

Answer questions by writing a word or phrase

7 6 Completing a gapped text

(mainly form words) Gapped text and word sets Write words in gaps by

selecting and copying from a set of three

10

P A R T S / T A S K S

7 Completing a gapped text

Gapped text

Write words in gaps (none supplied)

5

* The number of these may vary slightly from time to time

5. Component 3 – Speaking (9 minutes/4 parts)

FLYERS SPEAKING TEST COMPONENTS

INPUT

EXPECTED RESPONSE / ITEM TYPE 1 Greeting and name check; two similar

pictures (one unseen). Oral statements about unseen picture

Carrying out verbal instructions; answering questions with appropriate actions and/or one word responses.

2 One set of facts and one set of

question cues Answer and ask question about two people 3 Picture sequence

Relate they story (past tense) P A R T S / T A S K S

4 Open-ended questions about candidate Answer questions related to self