yle flyers listening part 1

8/13/2019 Yle Flyers Listening Part 1

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YLE Flyers Listening Part 1 Teachers Notes www.teachers.cambridgeesol.orgPage 1 of 4

YLE Flyers Listening Part 1 Teachers Notes

Description

This activity gives students practice in creating and matching descriptions of people withparticular emphasis on key vocabulary for describing people, the clothes they wear and what

they are doing.

Time

required:

30 40 minutes

Materials

required:

YLE Flyers Sample papers can be downloaded from the website:

https://www.teachers.cambridgeesol.org/ts/exams/younglearnersandforschools/ylefl

yers

Flyers Listening Part 1 recording downloaded from the website:

https://www.teachers.cambridgeesol.org/ts/exams/younglearnersandforschools/ylefl

yers

Aims: to introduce students to Part 1 of the Flyers Listening paper

to encourage students to review and use the language of describing people through

classroom tasks

Procedure

1. Begin by choosing one student in the class and asking the rest of the class to

describe him/her. Elicit as much vocabulary as possible.

2. Write the words the children give you on the board under 3 headings body/

clothes/actions. (key words would be for example: brown eyes, long hair, tall; blue t-

shirt, jeans, striped shirt; standing, sitting, writing, smiling. See the word lists in the

YLE handbook pages 4953 for vocabulary that students can expect to hear in the

test.)

3. Play a guessing game as a class. One student has to choose someone in the class

and not tell the others who they have chosen. The rest of the students in the class

have to ask questions like Does this person have long hair? Is this person wearing

jeans? until they guess who the student is. Spend no longer than 5 minutes on this.

4. Hand out the Part 1 sample taskto students in pairs.

5. Explain that this is Part 1 from the YLE Flyers Listening test. Ask students to look at

the picture and read the instructions. Elicit what the picture is of(arunning race

and some people watching. Its probably at a school.) Elicit what they think they

will have to do in this task. (They will hear descriptions of people and will match the

names to the correct pictures.)
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6. Ask:

How many people can you see in the picture?(10 in the front, another 9

smaller figures in the background)

How many names are there? (7, but one is already used)

This means there will be some people who are not named. Go through the names

written around the picture, so that students can hear and say them clearly. Check

that they know if the name is for a girl or boy.

7. Ask some more questions about the picture, encouraging children to really focus on

the details, similarities and differences. E.g.

How many(of the people in the foreground) are children?(9)

How many are boys/girls?(5 boys/4 girls; 1 boy is older)

How many boys are running?(3) Whats different about these 3 boys? (one has blond hair, two have black hair; one has green shorts, one blue and

one red and black striped shorts. They all have white T-shirts on.)

How many girls are standing? (3 two on the left and one on the right)

Whats the same/different about them?(2 have black hair, 1 has brown

hair; 2 have white T-shirts, 1 has a yellow T-shirt; 2 are holding skipping

ropes; 1 is holding a towel; they all have black shoes; 1 is holding a bottle of

orange juice)

In the test, children should look as carefully as possible at the picture before the

recording begins. They should also think about the differences between two similarpeople, as this is likely to be tested.

8. Tell students they are going to play a game using the picture, and model the activity

for the students. Choose one person in the picture, give them one of the names and

describe them, e.g. Katy has dark hair. She is standing near the drinks. Shes

standing next to the teacher behind the table. Show me Katy. Make sure students

wait to guess until they have heard the whole description.

9. Get students to play the game in pairs. Encourage them to use expressions like

those above. Note that in the test, children dont need to process such long

descriptions, but this activity practises the language of description that they might

need to understand.

10. Finally hand out more copies of the sample taskso that each student has one. Play

the recording while students draw lines from the names to the person being

described. Repeat the recording and check the answers. Find out if any of the people

described in the recording were the same ones children described in Step 8.


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Suggested follow-up activ ities

1. Ask students to bring in magazines or newspapers. Get them to cut out pictures of

people. Hand one to each student with a small piece of paper. On that piece of paper

they should write a short description of the person in the picture. They must not show

their picture or description to any other students.

2. Collect in the pictures.

3. Pin up the pictures at random around the classroom.

4. Ask students to carefully read the description they have out to the class.

5. The rest of the class listen carefully, look around the classroom and choose the

picture they think that goes with the description they heard.

6. The student who has read their description then tells their classmates if they chose

the correct picture or not.

7. If you have enough time, get as many students reading out their descriptions as

possible.


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YLE Flyers Listening Part 1 Answer Key www.teachers.cambridgeesol.orgPage 4 of 4

YLE Flyers Listening Part 1 Answer Key

Key to Sample Task

Lines should be drawn between:

1 Harry and the boy running with dark hair, in second place

2 Michael and older boy sitting next to the cups

3 Katy and girl standing behind drinks table

4 Helen and girl standing with skipping rope

5 Richard and boy who has hurt his leg, near cups

yle flyers listening part 1

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