Subject area Level Pre - A1 Outcomes

competences
Linguistic Competence The young learner:

 Uses isolated words/signs and basic expressions in order to give simple information about
him/herself.

 employs very simple principles of word/sign order in short statements.

Socio-Linguistic The young learner:
Competence
 establishes basic social contact by using the simplest everyday polite forms of greetings
and farewells; introductions; saying please, thank you, sorry, etc.

Pragmatic Competence The young learner:

 manages very short, isolated, rehearsed utterances using gesture and signalled requests for help
when necessary.

 communicates very basic information about personal details in a simple way.

Distribution of teaching classes

The following table gives a general overview of the teaching classes distribution for grade I. (35 weeks X 2 classes per week = 70
classes). The table shows the number of classes available per each competence, to meet the young learners` progress and needs.
Nearly 60-70% of the teaching classes within each competence is used to introduce new knowledge and concepts, and nearly 30-40%
is used for revision, tests, and projects etc.

GRADE 2 Linguistic Sociolinguistic Pragmatic Project, Test and

Competence Competence Competence Reinforcement
70 classes
30 classes 15 classes 15 classes 10 classes
Language Skills Descriptors for Pre-A1 Level

The number of tasks young learners can perform successfully by language use, in what number of contexts, in relation to what number
of themes, domains etc. constitute the quantity dimension of overall language proficiency. These tasks are referred to as
communicative activities. Young learners take part in a lot of communicative activities during the class which develop on their
listening, reading, writing and speaking skills.

Young learners in this language level will be able to:

 listen for information and enjoyment;

 listen, understand and start using simple words to identify different objects related to their everyday life and immediate needs;
 express their ideas by identifying and naming various items;

 use drawing, mark making, symbols to communicate ideas and information;

 read very short and simple sentences with understanding and enjoyment;

 explore and work with different materials, such as songs, role-play, images and pictures which provide sufficient exposure to the
English language;
 understand a series of very simple oral statements in a controlled and structured context;
 engage actively in various activities;

 use familiar everyday words and very simple expressions to talk out daily routines and activities.

Below are given the learning outcomes of the four language skills for grade I, based on the descriptors of Pre- A1 Level for each
language skill according to CEFR companion volume.
LISTENING
The young learner can understand short, simple questions and statements provided that they are delivered slowly
and clearly: accompanied by visuals or manual gestures to support understanding and repeated if necessary; can
recognize every day, familiar words, provided that they are delivered clearly and slowly in a clearly defined, familiar,
everyday context; can recognize numbers, prices, dates and days of the week, provided that they are delivered slowly
and clearly in a defined, familiar, everyday context.
The young learner:

 understands the most frequent important words in a song or rhyme;

 understands and reacts to everyday classroom instructions provided that they are delivered slowly face-to-face,
accompanied by manual gestures and repeated if necessary; (“Stand up please!”, “Sit down”, “Come in”, “Go out”,
“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, “Say”, “Listen”, “Give me the book”, “Take it”, “Wait”, etc.)
 recognizes words, names and numbers that he/she already knows in simple, short recordings, provided that they are
delivered very slowly and clearly;
 identifies different objects, when heard, mentioned often accompanied by pictures;
 listens and reacts to familiar greetings and orders;
 understands words related to people who help him/her;
 understands words and groups of words related to types of weather;
 understands words and simple expressions about travelling and means of transport;
 understands words and simple expressions related to holidays and festivals during the school year.

READING
The young learner can recognise very simple familiar words accompanied by images or pictures, such as school timetable illustrated
with photos or a picture book using familiar vocabulary.

 understands simple everyday signs such as ‘No talking,’ ‘Exit,’ “Entrance” ‘Dining room’ “No food or drink” etc.;
 understands simple short messages written by the teacher or a friend (e.g., “I am in the library.”, “I am back in an
 hour.”, etc.).
 finds information about places, times and prices on simple posters, flyers and notices;
 understands simple informational material that consists of familiar words and pictures or an illustrated story
formulated in simple, everyday words;
 recognizes, reads and understands words for different types of transport on a poster or in a book especially if there
are illustrations;
 deduces the meaning of a word from an accompanying picture or icon;recognizes and reads out a few familiar words
and phrases, e.g., from stories and rhymes, labels on familiar objects, the date, the weather;
 reads and understands teacher’s simple and short instructions (e.g., Bring your homework book tomorrow!)
 reads and understands simple computer or video game instructions;
 understands simple computer commands.

SPEAKING

Spoken Interaction

The young learner can ask and answer simple questions about him/ herself and daily routines, using short, formulaic expressions
and relying on gestures to reinforce the information.

The young learner:

 understands simple questions which are directly related to him/her, for example about the name, age or similar
things, if the person is asking slowly and clearly;
 understands a number of familiar words and greetings and recognizes key information such as numbers, prices,
dates and days of the week, provided that speech is delivered very slowly, with repetition if necessary;
 understands and uses a few basic, formulaic expressions such as ‘Yes,’ ‘No,’ ‘Excuse me!’, ‘Please’, ‘Thank you!’,
 ‘No, thank you!’, ‘Sorry.’;
 recognizes simple greetings;
 greets people, says his/her name and takes leave of them;
 tells people his/her name and asks other people about their name;
 uses and understands numbers and prices in everyday conversations e.g. The book is 10€.
 makes simple purchases through pointing to objects or using gestures;
 says and asks people about their age
 understands familiar words and phrases (e.g., numbers, days of the week, colours, weather)
 understands when people greet him/her, ask how he/she is and say good-bye to him/her
 asks and answers questions about days and time. e.g. -What day is it today? -Today is Tuesday; 3rd June 2021. What’s the
time, please? Etc.
Spoken Production

The young learner can produce short phrases about themselves, giving basic personal information (e.g., name, address,
family, nationality), saying how he/she is feeling using simple words like ‘happy,’ ‘tired’, accompanied by body language.

The young learner:

 describes him/herself (e.g., first and last name, address, telephone number, nationality, age, family, school and
hobbies), using simple words and formulaic expressions, provided he/she can prepare in advance;
 says what his/her name is, how old he/she is, where he/she lives and where he/she goes to school;
 says how he/she is feeling using words and simple, short sentences like ‘I am happy today.’, ‘I feel tired’,
accompanied by body language.
WRITING
The young learner can write words and simple sentences, simple greetings in messages and postcards; can write his/her
 name, surname, nationality and address in notes messages and forms; can write short simple sentences about a familiar
topic; can post
online short simple statements about him/herself.
The young learner:

 distinguishes and selects proper words from a given list in order to fill the gaps in a very simple sentence;
 writes his/her school timetable or daily routine;
 formulates simple greetings in postcards, or online communication by using short standard words or phrases;
 fills the gaps with words or phrases referring to images and pictures;
 describes friends, relatives, characters, objects, beloved animals and objects with simple words and short sentences;
 writes a short simple postcard;
 writes his/her name, address and age on a simple form;
 writes some personal details: his/her first and last name, age, where he/she lives, etc.

ANNUAL PLANNING GRADE 2

SUBJECT CONTENT DISTRIBUTION
First period Second period Third period
SEPTEMBER-DECEMBER JANUARY-MARCH APRIL-JUNE
28 CLASSES 24 CLASSES 18 CLASSES
Let’s start (5 classes) Module 3. Module 5.
1. Welcome back to school! Greetings/Speaking My birthday (10 classes) My toys (7 classes)
about the holidays in native language). Project 1. Numbers: Sing the Birthday song 1. Parts of the face: Sing the Teddy Bear
(first part) (student’s book activities) song (student’s book activities)
2. Sing the Hello song: Listen, choose and write 2. Let’s listen and follow the 2. Let’s listen and follow the “Smiles”
(student’s book and workbook activities) “Smiles” story (student’s book story (student’s book activities)
3. Let’s sing: Sing the keep moving song and do activities) 3. Workbook activities
(student’s book and workbook activities) 3. Workbook activities 4. Let’s listen and sing (student’s book
4. European Day of Languages 4. Food items: Sing the Food song activities)
5. European Day of Languages (student’s book activities) 5. Our world and CLIL
Module 1. 5. Let’s listen and follow the 6. Story time 5: Blonde Carrie and
My family (10 classes) “Smiles” story Brunette Carrie
1. Greetings: Sing the my family song (student’s (student’s book activities) 7. Checkpoint 5
book activities) 6. Workbook activities
2. Let’s listen and follow the “Smiles” story 7. Let’s listen and sing It’s Lilly’s
(student’s book activities) birthday song!
3. Workbook activities 8. Our world and CLIL
4. Shapes: Sing the Shapes song and do (student’s 9. Story time 3: Mummy’s
book activities) birthday!
5. Let’s listen and follow the “Smiles” story 10. Checkpoint 3
6. Workbook activities
7. Let’s listen and sing the Colours song!
8. Our world and CLIL
9. Story time 1: The King and the Bee!
10. Checkpoint 1: exercises
Module 2. Module 4. Module 6.
My house (13 classes) My animals (12 classes) My holidays (11 classes)
1. My house: Sing the my tree house song 1. Animals: Sing the Animals song 1. Clothes: Sing the Clothes song
(student’s book activities) (student’s book activities) (student’s book activities)
2. Let’s listen and follow the “Smiles” story 2. Let’s listen and follow the 2. Let’s listen and follow the “Smiles”
(student’s book activities) “Smiles” story (student’s book story
3. Workbook activities activities) (student’s book activities)
4. Parts of the house: Sing the Where is Charlie 3. Workbook activities 3. Weather: Sing the Weather song
song (student’s book activities) 4. Play the guessing game and sing: (student’s book activities)
5. Let’s listen and follow the “Smiles” story I can jump … song (student’s book 4. Let’s listen and follow the “Smiles”
6. Workbook activities activities) story
7. Let’s sing Follow me song! 5. Let’s listen and follow the (student’s book activities)
8 Our world and CLIL “Smiles” story 5. Workbook activities
 9. Story time 2: The fire owl! (student’s book activities) 6. Let’s listen and sing: (student’s book
10. Checkpoint 2: exercises 6. Workbook activities activities)
11. Test 1 7. Let’s listen and sing: (student’s 7. Story time 6: The North wind and the
12.Games and activities Module 2 book activities) sun!
13. Games and activities Module 2 8. Our world and CLIL 8. Checkpoint 6
9. Story time 4: The Drum 9. Test 3
10. Checkpoint 4 10.Project (third part)
11. Test 2 11. Our world and CLIL
12. Project (second part)
Module 5.
My toys (2 classes)
1. My toys: Sing the Toys song
(student’s book activities)
2. Let’s listen and follow the
“Smiles” story
(student’s book activities)

First period: September – December (28 classes)

Nr Module Topics Learning situations Methodology Evaluation Materials
1 1. Welcome back to school! Young learners are introduced to -Pair work -Group work -Pupil’s book
Greetings/Speaking about the project in their native language. -Group work evaluation -Activity book
holidays in native language) They greet each other in languages -Brainstorming -Homework -CD,
Project (first part) they are familiar to. -Communicative evaluation -Textbook
2 2. Sing the Hello song: Listen, In chorus, young learners listen to language teaching -Class work pictures
Let’s start the recording, point in the pictures -Grammar evaluation -Dictionary
choose and write (pupil’s book
 (5 classes) and activity book exercises) on the SB and repeat the new concepts taught -Individual -Pictionary
vocabulary. creatively evaluation -Story cards
3 3. Let’s sing: Sing the keep Invite young learners tossing along -Interactive -self -IWB
moving song and do (pupil’s the “Smile” song. methods, assessment -Posters
book and activity book exercises) European Day of Languages - think pair and -Peer -Photos
Young learners are introduced to share evaluation E-book
4 4. European Day of Languages EDL. Teacher gives very clear, -buzz session group -Stickers
simple instructions on how to -Role-playing -Diagnostic -Story cutouts
5 5. European Day of Languages develop this project. -games evaluation -Board games
6 1. Greetings: Sing the my family She may use flags and names of -matching
song (pupil’s book activities) countries of Europe. exercises
Young learners are grouped and -gap filling
7 2. Let’s listen and follow the work together for the project. They -Questions and
Module 1. “Smiles” story choose and select materials needed answers
My family (pupil’s book activities) and prepare for the presentation.
8 (10classes) 3. Workbook activities Teacher monitors and helps around
9 4. Shapes: Sing the Shapes song the class.
and do (pupil’s book activities) Module 1
Greetings and introduction
10 5. Let’s listen and follow the Young learners are introduced with
“Smiles” story family members and shapes
11 6. Workbook activities vocabulary. They use them to draw
12 7. Let’s listen and sing the and say and colour various
Colours song! illustrations or shapes.
13 8. Our world and CLIL
14 9. Story time 1: The King and the
Bee!

15 10. Checkpoint 1: exercises

16 Module 2. 1. My house: Sing the my tree Module 2 -Pair work -Group work
My house house song (pupil’s book Parts of the house -Group work evaluation -Pupil’s book
(13classes) activities) Young learners are introduced with -Brainstorming -Homework -Activity book
-CD
17 2. Let’s listen and follow the parts of the house vocabulary. They -Communicative evaluation -Textbook
“Smiles” story use them to draw, say and colour language teaching -Class work pictures
(pupil’s book activities) various illustrations. -Grammar evaluation -Dictionary
18 3. Workbook activities concepts taught -Individual -Pictionary
19 4. Parts of the house: Sing the Young learners complete the creatively evaluation -Story cards
Where is Charlie song (pupil’s workbook exercises and practice -Interactive -Self -Internet
book activities) vocabulary. methods, assessment -Posters
Young learners reinforce vocabulary - think pair and -Peer -Photos
20 5. Let’s listen and follow the by completing exercises, checking share evaluation -E-book
“Smiles” story answers with friends, playing games -buzz session group -Stickers
21 6. Workbook activities and singing songs incorporating -Role-playing -Diagnostic -Story cutouts
22 7. Let’s sing Follow me song! vocabulary knowledge dealt in this -games evaluation -Board game
module. -matching -Written test
23 8. Our world and CLIL exercises evaluation
24 9. Story time 2: The fire owl! -gap filling
-Questions and
25 10. Checkpoint 2: Exercises &
answers
Revision
26 11. Test 1
27 12. Games and activities Module
2
28 13. Games and activities Module
2

Second period: January – March (24 classes)

Nr Module Topics Learning situations Methodology Evaluation Materials
1 1. Numbers: Sing the Birthday Pupils deal the exercises of -Pair work -Group work -Pupil’s book
song (student’s book activities) workbook. They practice what they -Group work evaluation -Activity book
2 2. Let’s listen and follow the have learned in the text. -Brainstorming -Homework -CD,
“Smiles” story (student’s book -Communicative evaluation -Textbook
Module 3. activities) language teaching -Class work pictures
My -Grammar evaluation -Dictionary
3 birthday 3. Workbook activities concepts taught -Individual -Pictionary
(10 creatively evaluation -Story cards
4 classes) 4. Food items: Sing the Food -Interactive -self -IWB
song (student’s book activities) methods, assessment -Posters
Pupils create dialogues about food:
- think pair and -Peer -Photos
5 5. Let’s listen and follow the what they like and what they do not
share evaluation E-book
“Smiles” story like.
-buzz session group -Stickers
(student’s book activities) Pupils listen and read the story of
-Role-playing -Diagnostic -Story cutouts
the Mummy’s birthday. Pupils learn -games evaluation -Board games
6 6. Workbook activities new vocabulary and structure. -matching -Group work
exercises evaluation
7 7. Let’s listen and sing It’s -gap filling -Homework
Lilly’s birthday song! -Questions and evaluation
answers -Class work
8 8. Our world and CLIL -Pair work evaluation
-Group work -Individual
9 9. Story time 3: Mummy’s -Brainstorming evaluation
birthday! -Communicative -Self
Module 4.
language teaching assessment
10 My 10. Checkpoint 3 -Grammar -Peer
11 animals 1. Animals: Sing the Animals In this class pupils learn names of concepts taught evaluation
(12classes) song (student’s book activities) animals and the verbs associated to creatively group
them. New structure of expressing -Interactive -Diagnostic
12 2. Let’s listen and follow the methods, evaluation
ability is introduced.
“Smiles” story (student’s book - think pair and -Written test
activities) share evaluation
-buzz session
13 3. Workbook activities -Role-playing
Pupils do the exercises given on
textbook and workbook. They show -games
14 4. Play the guessing game and
 sing: I can jump … song the ability to match and fill in the -matching
(student’s book activities) gaps properly. exercises -Pupil’s book
-gap filling -Activity book
15 5. Let’s listen and follow the -Questions and -CD
“Smiles” story Pupils look at the pictures answers -Textbook
(student’s book activities) And tell what their names are. pictures
Showing flashcards can help -Dictionary
16 6. Workbook activities identify the words missing. -Pictionary
Pupils learn about traditional -Story cards
17 7. Let’s listen and sing: dances from around the world. They -Internet
(student’s book activities) also learn about fags of different -Posters
countries. -Photos
18 8. Our world and CLIL -E-book
-Stickers
19 9. Story time 4: The Drum Pupils do the exercises of workbook
-Story cutouts
and checkpoints. -Board game
20 10. Checkpoint 4 Pupils discuss about the materials
brought to class.
21 11. Test 2
Project: Pupils are to select the
22 12. Project (second part)
materials to work in groups. They
Module 5.
My toys(2 are divided into groups to select
classes) their materials.

23 1. My toys: Sing the Toys song Pupils are asked questions about
(student’s book activities) names of toys in the pictures.

24 2. Let’s listen and follow the

“Smiles” story
(student’s book activities
 Third period: April- June (18 classes)

Nr Module Topics Learning situations Methodology Evaluation Materials

1 1. Parts of the face: Sing the Young learners are introduced to -Pair work -Group work -Pupil’s book
Teddy Bear song (student’s book Toys. -Group work evaluation -Activity book
activities) Revise the previous toys. -Brainstorming -Homework -CD,
2 2. Let’s listen and follow the Talk about location. -Communicative evaluation -Textbook
“Smiles” story (student’s book Recall of any toy song they know language teaching -Class work pictures
activities) even in mother language. -Grammar evaluation -Dictionary
3 3. Workbook activities. In chorus, young learners listen to concepts taught -Individual -Pictionary
4 Module 5 4. Let’s listen and sing (student’s the recording, point in the pictures creatively evaluation -Story cards
My toys( 7 book activities) on the SB and repeat the new -Interactive -self -IWB
5 classes) 5. Our world and CLIL. vocabulary. methods, assessment -Posters
6 6. Story time 5: Blonde Carrie Invite young learners tossing along - think pair and -Peer -Photos
and Brunette Carrie the “Clothes” song. share evaluation E-book
7 Module 6 7. Checkpoint 5 Young learners are grouped and -buzz session group -Stickers
8 My 1. Clothes: Sing the Clothes song work together for the project. They -Role-playing -Diagnostic -Story cutouts
holidays (student’s book activities) choose and select materials needed -games evaluation -Board games
9 (11 2. Let’s listen and follow the and prepare for the presentation. -matching
classes) “Smiles” story Teacher monitors and helps around exercises
(student’s book activities) the class. -gap filling
10 3. Weather: Sing the Weather Young learners are introduced with -Questions and
song (student’s book activities) body parts vocabulary. answers
11 4. Let’s listen and follow the They use the new vocabulary
“Smiles” story, describing with a short description
12 5. Workbook activities. the facial features.
13 6. Let’s listen and sing: Young learners talk about size.
(student’s book activities) Young learners read a picture story,
14 7. Story time 6: The North wind spot out the message.
and the sun! Takes part in a short dialogue.
15 8. Checkpoint 6 Young learners practise and use the
vocabulary and short grammatical
16 9. Test 3 concept through exercises.
17 10. Project (third part). Module 6 -Pair work -Group work
18 11. Our world and CLIL. My holidays. -Group work evaluation
Young learners are introduced with -Brainstorming -Homework
holiday vocabulary. They use them -Communicative evaluation
to draw, say and colour various language teaching -Class work
illustrations of places to go to for -Grammar evaluation
holidays. concepts taught -Individual -Pupil’s book
Young learners identify clothes. creatively evaluation -Activity book
They make use of I`m wearing… -Interactive -Self -CD
Young learners complete the methods, assessment -Textbook
workbook exercises and practice - think pair and -Peer pictures
vocabulary. share evaluation -Dictionary
Young learners reinforce vocabulary -buzz session group -Pictionary
by completing exercises, checking -Role-playing -Diagnostic -Story cards
answers with friends, playing games -games evaluation -Internet
and singing songs incorporating -matching -Written test -Posters
vocabulary knowledge dealt in this exercises evaluation -Photos
module. -gap filling -E-book
Young learners talk about weather -Questions and -Stickers
practicing the appropriate answers -Story cutouts
vocabulary. -Board game
Talk about seasons and give a
specific for each one.