Topic 2 - teg

Teastas Eorpach na Gaeilge 

European Certificate in Irish 

Siollabas Bhonnleibhéal 2 

Syllabus for Beginners 2 

(A2) 

© Ollscoil na hÉireann, Má Nuad

Syllabus A2 

Contents Page 

1. Introduction.............................................................................................3 

2. The content of syllabus A2 (Bonnleibhéal 2 /Beginners 2) ..................3 

3. Grammar .................................................................................................4 

4. The learners and the language learning process .....................................4 

4.1 Learning and communication strategies..............................................................5 

4.2 Language awareness............................................................................................7 

5. Irish culture .............................................................................................9 

6. Skills .......................................................................................................9 

6.1 Speaking and Listening Comprehension..............................................................9 

6.2 Reading Comprehension......................................................................................9 

6.3 Writing ...............................................................................................................10 

7. Bonnleibhéal 2/Beginners 2 (A2) examination ....................................10 

8. Topics and Functions ......................................................................11 

Topic 1: Social occasions....................................................................11 

Topic 2: The family..............................................................................13 

Topic 3: Pastimes..................................................................................16 

Topic 4: Daily travel ............................................................................19 

Topic 5: Work........................................................................................22 

Topic 6: Talking about the weekend ................................................25 

Topic 7: Food and drink......................................................................27 

Topic 8: Health and illness .................................................................31 

Topic 9: Describing people ................................................................33 

Topic 10: Clothes and shopping........................................................36 

Topic 11: Planning holidays...............................................................38 

Topic 12: Directions, location and movement ...............................41 

Topic 13: Favours and permission....................................................43 

Topic 14: Making arrangements........................................................45 

© National University of Ireland, Maynooth 2

1. Introduction 

• This syllabus outlines the range of language in which learners should be 

competent before they undertake the A2 (Bonnleibhéal 2/Beginners 2) 

examination. 

Syllabus A2 

• The table below illustrates how the Irish language syllabi and examinations align 

with the Common European Framework of Reference for Languages: Learning, 

Teaching and Assessment (Council of Europe, 2001). 

Framework 

reference 

A1 

A2 

B1 

B2 

C1 

C2 

Study/learning 

hours 

80-100 

160-200 

350-400 

500-600 

1000 

1500 

Irish Syllabus 

Syllabus A1 

Syllabus A2 

Syllabus B1 

Syllabus B2 

Siollabas C1 

Available 2010 

2. The content of syllabus A2 (Bonnleibhéal 2 /Beginners 2) 

Irish Examination 

Bonnleibhéal 1/ 

Absolute Beginners 

Bonnleibhéal 2/ 

Beginners 2 

Meánleibhéal 1/ 

Lower Intermediate 

Meánleibhéal 2/ 

Upper Intermediate 

Ardleibhéal 1/Advanced 1 

Available 2010 

• The syllabus outlines the minimum language level required to enable a learner to 

function within a defined subject range. (See list of Topics). It is important to 

remember, however, that the needs of the learners must always be taken into 

account in the designing of teaching materials. 

• This is a communicative syllabus. This means that it focuses on various 

functions pertaining to particular topics and subject-matter. Examples are given 

of expressions which could be used to introduce the learners to those functions. 

As well as that, lists of useful vocabulary and phrases are provided for teaching 

this subject-matter to the class. The lists of vocabulary and expressions in this 

syllabus are not exhaustive and teachers are advised to take the needs of the 

learners into account in preparing their own courses. 

• It is of vital importance that the learners’ needs are to the forefront in the 

creation of a course of instruction or teaching programme. These needs must be 

fully ascertained through the use of questionnaires and interviews, prior to the 


Syllabus A2 

preparation of class lessons. For example, what are the learners’ pastimes, what 

type of work do they do, where do they live, what are their skills, what subjectmatter 

would they like to cover in the class and so on. With such information to 

hand, class lessons can take into account the needs and interests of the learners. 

• Teachers can adapt the content of the syllabus as best suits the course of 

instruction they put together. That is to say, it is not necessary to stick to the 

order or layout of the units as given in the syllabus. However, it is important to 

cover the various functions and the examples of phrases/vocabulary. 

• In this syllabus, it is presumed that teachers will adapt the phrases to the norms 

of their own dialect. For example, in the Ulster dialect for the sentence ‘I’m 

sorry I’m late’ one would normally say ‘Tá mé buartha go bhfuil mé mall’ but 

‘Tá brón orm go bhfuil mé déanach’ is what is said in other dialects. It is 

expected at this level that learners will be comfortable in using whatever version 

prevails in their own dialect and that they would understand whatever are the 

principal versions used in the other dialects. Likewise, in relation to other 

aspects of vocabulary (for example ‘druid’/‘dún’) and of grammar (for example, 

‘ar an bhóthar’/’ar an mbóthar’), it suffices at this level that learners can use 

one version correctly and understand the other versions. 

3. Grammar 

• One of the distinctive features of a communicative syllabus is the way in which 

grammar is presented. In traditional syllabi, grammar was given pride of place. 

In a communicative syllabus, however, points of grammar are taught within the 

context of the subject-matter and the topics. For example, in Topic 11 (Planning 

Holidays), periods of time are referred to: ‘Bhí mé sa Spáinn ar feadh coicíse’/’I 

was on holidays in Spain for a fortnight’. The examples of ‘ar feadh 

seachtaine‘/for a week’, ‘ar feadh coicíse’/’for a fortnight’ and ‘ar feadh 

míosa’/‘for a month’ are given and it is explained that ‘ar feadh’ is followed by 

the genitive case and that is the reason why ‘seachtain’ changes to ‘seachtaine’. 

We do not advise that the learners are introduced to every other rule relating to 

the genitive case at this point. It is sufficient at this level that learners 

understand what it is and why a change occurs after ‘ar feadh’. Certainly, 

central points of grammar should not be overlooked and it is often useful to 

focus on a particular point of grammar in a formal way. 

4. The learners and the language learning process 

• Much of what is mentioned below is mentioned in Syllabus A1 and it is 

mentioned here to remind teachers that knowledge of language strategies and 

language awareness is central to any course of instruction. 


Syllabus A2 

• Teachers are well aware that learners do not necessarily progress at the same 

rate. Many factors influence the success of learning, for example, the learner’s 

background, personality, age, motivation etc. 

• Much is now understood about the importance of the way in which the learner 

engages in the learning process. The more they reflect on themselves as 

learners, on their weaknesses and talents, and on the strategies they use, the 

more successful they will be in learning a language. 

• It cannot be presumed that all learners engage in reflection on their learning 

nor that they understand the importance of such an approach. Therefore, the 

teacher is obliged to urge and direct the learners to get to know their own 

learning style and to increase their awareness of the strategies that help them 

to progress. 

• Below are some of the strategies which should be emphasised in the teaching 

and learning process to assist learners to benefit fully from their study. 

4.1 Learning and communication strategies 

• Making mistakes is a natural part of learning a language and learners will 

almost certainly experience difficulty in their efforts to use the language. 

Communicative strategies help the learners to be more effective in speaking 

because they plan what it is they want to say, while monitoring how they are 

succeeding and taking steps to correct problems as they arise. Compensatory 

strategies help the learners to survive when gaps in their knowledge threaten 

communication. 

• Learners will benefit from repeated opportunities to develop the use of such 

strategies during the learning process and to adopt a more active approach 

with regard to their own learning. Teachers should make a consistent effort to 

inform learners of how to use the appropriate strategy. A once-off discussion 

of learning strategies is not sufficient. The use of these strategies must be a 

central and continuous part of tuition and one of the principles on which the 

entire instructional approach is founded. It is not intended that specific 

strategies and techniques are taught to the learner. What is important is that 

they are helped to recognise the effective strategies which they already use and 

further strategies which they could gradually develop. 

• Below are some of the strategies that learners should use to their benefit: 


When speaking: 

Syllabus A2 

• Planning ahead: for example, that the learner would have a store of basic 

phrases. (S)he will usually be able to recall a suitable phrase and use it as 

required. 

• Compensating in the event of the learner lacking specific vocabulary. 

Seeking help with regard to a specific word/phrase/point: 

Cén Ghaeilge atá air…? (What is the Irish for…?) 

Conas a deirtear…? (How does one say…?) 

• Questioning others to see if they have understood what has been said. 

An dtuigeann tú sin? (Do you understand that?) 

• Monitoring progress 

- Questioning another/others to determine if what the learner has said 

is correct 

An bhfuil sin ceart? (Is that correct?) 

- Noticing when they have made mistakes and engaging in self-correction. 

- Noticing persistent problems which they may have and attempting 

to correct them. 

When listening: 

• Expressing the fact that the learner does not understand something: 

Tá brón orm. Ní thuigim sin. (I’m sorry. I don’t understand 

that.) 

Gabh mo leithscéal, ach ní thuigim sin. (Excuse me, but I don’t 

understand that.) 

• Seeking clarification: 

Cad é a chiallaíonn…? (What is the meaning of…?) 

An bhféadfá é sin a mhíniú dom, le do thoil? (Could you explain that 

to me, please?) 

• Requesting that the interlocutor repeats what he/she has said: 

Arís, le do thoil. (Could you repeat, please?) 

• Seeking confirmation that the learner has understood what has been said: 

An é an Fhraincis a dúirt tú? (Did you say French?) 

• Asking the interlocutor to speak more slowly: 

An bhféadfá labhairt níos moille, le do thoil? (Could you speak more 

slowly, please?) 

• Using the context to guess the meaning of words or phrases which the learner 

doesn’t understand. 


While learning in general: 

Syllabus A2 

The learner should 

• understand his/her own individual learning style. What helps and what 

obstructs learning? What strategies does the learner use to enhance his/her 

own learning? 

• organise his/her study. Identify areas of weakness and strength and focus on 

these, thus making study more effective. 

• plan before undertaking tasks. 

• monitor progress during specific task work and learning generally. 

While working on a text or doing task work: 

The learner should 

• repeat words or structures aloud or to himself/herself. 

• use dictionaries, grammar books, lists of terms, and other resources 

correctly. 

• categorise and order new information as it being learned. 

• note/summarise main points. 

• use the knowledge which (s)he has already in order to guess the meaning 

of new material. 

• seek help. For example, ask the teacher or other people to repeat/ 

clarify/advise/give extra examples. 

• work in tandem with other learners. 

4.2 Language awareness 

• Language awareness refers to the learner’s understanding of the language 

learning process and his/her analysis of the way the language works. 

• The learner certainly benefits from such an approach as he/she sets out on the 

process of acquiring the language. 

• The learner should be guided and motivated to investigate the following 

phenomena: 

- the way in which the language works 

- the different patterns that are to be found in the language 

- the similarities and differences between Irish and English 

- the similarities and differences that exist between Irish and the 

learner’s other languages 


Syllabus A2 

• There should be a continuous focus on various aspects of language awareness 

during the teaching process. Suitable texts, including written, aural, and visual 

texts, can be used to motivate the learner to reflect on these matters. The 

purpose of this approach is to assist the language acquisition process by giving 

the learner opportunities to identify areas of weakness in his/her information 

base, particularly when speaking. 

Outlined below are some examples of areas upon which the learner should focus: 

• Grammatical terminology 

It is important that the learner should be aware of grammatical terminology in 

Irish in order that he/she have the necessary skills to analyse the language 

grammatically and to make the best use of dictionaries and other reference 

materials correctly. 

• Syntax 

The learner should be able to differentiate between syntax in Irish and in 

English. Observe the examples below: 

She comes from Cork. Is as Corcaigh í. 

Do you like music? Yes. An maith leat ceol? Is maith. 

• Emphasis/stress 

The learner should recognise how emphasis in a sentence is different in Irish 

compared to English. For example: 

Bríd: Is maith liom ceol. An maith leatsa ceol? 

It is a common mistake in Irish to vocally stress the word ‘leat’, as in the case of 

English where the word you (emphatic) is stressed. In Irish, however, the suffix 

‘sa’ is added to the prepositional pronoun ‘leat’ for the purpose of emphasis. 

• Awareness of pattern 

The learner should seek to identify patterns in Irish grammar. By using suitable 

texts, one could ask the learner to be attentive to the different grammatical 

patterns that may be evident - for example, what happens after the interrogative 

forms in the present and past tenses, what changes occur when an adjective is 

put with a noun and so forth. 

• Register 

It is important that the learner be able to identify different contexts that require 

a specific register. For example, are there differences in the kind of Irish used 

in formal contexts and in informal contexts? Does one greet a person in Irish in 

the same way in which one greets someone in other languages? 

• Dialects 

The learner can be helped to understand the variations that exist between the 

dialects. This can be achieved by highlighting the range of expression that 

endures in the different dialects. For example, to recognize the main 

differences in phrases between the dialects, for example, ‘ní mór dom’ and 


Syllabus A2 

‘caithfidh mé’ and the differences in vocabulary, for example, ‘fataí’, ‘prátaí’ 

and ‘préataí’. 

• Phonetics 

The teacher should seek to focus the learner’s attention on the principal 

differences that exist between phonemes in Irish and in English. For example, 

the difference in pronunciation between the long and short vowels: ait v áit, and 

the pronunciation of dipthongs, for example, suas and thuas. 

5. Irish culture 

6. Skills 

• A number of those taking the course may not be Irish, or may be studying 

Irish abroad. These learners should be given basic information about the 

principal aspects of Irish culture, particularly those aspects relating to Irish 

and the Gaeltacht (Irish speaking areas). 

• It is recommended that references to Irish culture are incorporated into class 

activities as appropriate rather than devoting a specific teaching unit to it. 

• Here are a number of areas that should be covered in class when teaching 

syllabus A2 (Bonnleibhéal 2/Beginners 2): 

- customs pertaining to major festivals in Ireland in the past and in the 

present 

- Gaelic games 

- information about Gaeltacht areas 

- any other aspect of Irish culture that might arise in class. 

Below is a brief outline of what the learner who has completed level A2 /Beginners 2 

can do in the different skills. (See also the topics in the syllabus) : 

6.1 Speaking and Listening Comprehension 

At this level, learners will be able to give a simple description of their background, 

their work, their daily activities, and things they like and dislike. They will use 

simple sentences and phrases. (See the examples in the syllabus). They will be able 

to participate in simple conversations about everyday matters. They will understand 

simple sentences and common phrases relating to ordinary, everyday life as long as 

the language is clear and the speech isn’t overly dialectal or delivered at too fast a 

pace. They will still be dependant on others to help them in their efforts to 

communicate. 

6.2 Reading Comprehension 

The learner will be able to understand the gist of a written account (letter, e-mail and 

so forth) as long as the language is simple and the subject-matter relates to areas in 


Syllabus A2 

which the learner has an interest or to which (s)he has previously been exposed. (S)he 

will not be able to deal with abstract subject-matter nor with vocabulary which is 

outside of the everyday. The learner will have to use his/her limited resources in 

terms of vocabulary and structure in order to grasp the meaning of a text and to 

understand details in simple texts. 

6.3 Writing 

The learner will be able to write simple sentences in an e-mail message or similar 

texts about subject-matter relating to his/her own life. For example, ‘Tá mé ag dul 

chuig an phictiúrlann anocht’/’I am going to the cinema tonight’. At this level, a 

learner will be able to write simple sentences and phrases using simple conjunctions 

such as ‘agus’/’and’, ‘ach’/’but’ and ‘mar’/’because’. 

7. Bonnleibhéal 2 / Beginners 2 (A2) examination 

For all information regarding this examination and Teastas Eorpach na Gaeilge 

(European Certificate of Irish) go to www.teg.ie. 


8. Topics and Functions 

1.1 

1.2 

1.3 

1.4 

1.5 

1.6 

1.7 

1.8 

Topic 1: Social occasions 

Activities Examples 

Referring to the weather at the 

beginning of a conversation. 

Apologising for being late / 

Explaining to someone that it 

does not matter that he/she is 

late. 

Asking someone if they met a 

particular person and answering 

such a question. 

Asking someone if he/she is a 

particular person and answering 


Asking a person if he/she is 

enjoying a social occasion and 

answering such a question. 

Expressing an opinion; finding 

out if someone agrees with you. 

Drinking someone’s health. 

Wishing someone a happy 

birthday etc. and replying to such 

a wish. 

Tá lá breá ann. 

Tá cinnte. Tá sé go deas. 

Tá drochlá ann. 

Tá. Tá sé fliuch. 

Tá sé fuar. 

Syllabus A2 

Tá brón orm go bhfuil mé déanach. Bhí an 

trácht an-trom. 

Ná bí buartha. Tá tú ceart go leor. 

Ar bhuail tú le Síle (cheana)? 

Níor bhuail. Cén chaoi a bhfuil tú, a Shíle? 

Bhuail. Bhuaileamar le chéile ag bainis 

Áine. 

An tusa deartháir Liam? 

Ní hea. 

An tusa cara Chlár? 

Is ea. Bhíomar ar scoil le chéile. 

An bhfuil tú ag baint taitnimh as an 

chóisir? 

Tá. Tá sí go hiontach. 

Tá an cheolchoirm go maith, nach bhfuil? 

Tá. Tá sí ar fheabhas. 

Sláinte! 

Lá breithe sona duit. 

Nollaig shona duit. 

Athbhliain faoi mhaise duit. 

Go mba hé duit. 


1.9 

1.10 


Saying that you have to leave 

and explaining why. Expressing 

regret that someone is leaving. 

Saying goodbye. 

Syllabus A2 

Caithfidh mé imeacht. Tá orm éirí go luath. 

Caithfidh mé an bus deireanach a fháil. 

Is mór an trua sin. 

Ádh mór. 

Slán abhaile. 

Grammar Examples 

The copula is 

Noun + adjective 

Questions and answers in the 

past tense 

An tusa …? 

lá breá 

Ar bhuail tú …? 

Bhuail/Níor bhuail. 

Vocabulary Examples 

Social occasions 

General 

bainis 

cóisir (lá breithe) 

ceolchoirm 

buail le 

Nollaig 

athbhliain 

The learner will be able to … 

Speak: 

Make basic conversation while he/she is present at a social occasion. 

Listen: 

Understand simple questions and greetings that are usually heard at social occasions. 

Read: 

Understand some of the vocabulary associated with social occasions, parties and 

Christmas (e.g. ‘Happy Christmas’ written on a card). 

Write: 

Write simple messages – on a Christmas card or a birthday card, for example. 


2.1 

2.2 

2.3 

2.4 

2.5 

2.6 

2.7 

Topic 2: The family 


Asking a person how long he/she 

is married, engaged or separated 

and answering such questions. 

Asking a person how long he/she 

was married or going out with 

someone and answering such a 

question. 

Seeking and providing 

information about the number of 

children a person has with their 

partner. 


information about the age of 

children. 

Saying how many brothers and 

sisters you have. 

Asking where the family 

members are living and 


Introducing different members of 

the family. 

Cá fhad atá tú pósta? 

Cá fhad atá sibh scartha? 

Tá mé pósta le deich mbliana. 

Táimid pósta le fiche bliain. 

Táimid scartha anois le dhá bhliain. 

Táimid geallta le bliain anois. 

Syllabus A2 

Cá fhad a bhí tú pósta? 

Bhí mé pósta ar feadh ocht mbliana. 

Cá fhad a bhí sibh ag siúl amach le chéile? 

Bhíomar ag siúl amach le chéile ar feadh trí 

bliana. 

Cé mhéad páiste atá agaibh? 

Tá mac amháin agus triúr iníonacha againn. 

Beirt iníonacha agus mac amháin. 

Cén aois atá do mhac/atá sé? 

Cén aois atá d’iníon/atá sí? 

Cén aois atá siad? 

Tá an duine is óige trí bliana. 

Tá an duine is sine deich mbliana. 

Tá deartháir amháin agus beirt deirfiúracha 

agam. 

Níl deartháir ná deirfiúr ar bith agam. 

Is páiste aonair mé. 

Cá bhfuil sé ina chónaí? 

Cá bhfuil sí ina cónaí? 

Cá bhfuil siad ina gcónaí? 

Tá siad ina gcónaí i mBaile Átha Cliath 

anois. 

Tá Brídín ina cónaí i gCorcaigh. 

Tá Stiofán ina chónaí i Londain le cúig 

bliana anois. 

Seo é mo dheartháir Niall. 

Seo í mo dheirfiúr Siobhán. 



Seo iad mo chuid deartháireacha. 

Seo iad mo chuid deirfiúracha. 


le v ar feadh 

Personal numbers + noun 

One year – twenty years 

The possessive adjective (mo 

and do) 

Cónaí 

Táimid pósta le dhá bhliain. 

Bhíomar pósta ar feadh sé bliana. 

triúr iníonacha 

ocht mbliana 

trí bliana déag 

mo dheirfiúr 

do mhac 


Marital status 

Relations 

Tá sé ina chónaí i Meiriceá. 

Tá sí ina cónaí i nGaillimh. 

Tá siad ina gcónaí i Nua Eabhrac. 

geallta 

deartháireacha 

deirfiúracha 

mic 

iníonacha 

uncail 

aintín 

nia 

neacht 

seanathair/athair mór 

seanmháthair/máthair mhór 

col ceathrair 

col ceathracha 

Syllabus A2 


Syllabus A2 


Speak: 

Speak about his/her marital status, now and in the past; provide information about 

his/her family; introduce various members of the family. 

Listen: 

Recognise in a conversation some of the most basic vocabulary associated with the 

family and understand questions about his/her own family. 

Read: 

Understand words associated with marital status on forms; understand the words 

associated with the family in written accounts etc.. 

Write: 

Write a short account of his/her marital status, now and in the past, and write about 

his/her children and siblings. 


3.1 

3.2 

3.3 

3.4 

3.5 

3.6 

3.7 

Topic 3: Pastimes 


Saying what you do in your free 

time. 

Asking someone if they like a 

particular pastime and answering 


Expressing opinions about 

pastimes. 

Asking someone if they are 

interested in something and 


Saying when you do different 

things. 

Saying you are a member of a 

club or a society. 

Asking someone how often 

he/she does something and 


Syllabus A2 

Is maith liom galf a imirt. 

Is maith liom dul ag snámh. 

Is maith liom dul chuig scannáin. 

Is breá liom bheith ag féachaint ar an 

teilifís. 

Is breá liom bheith ag éisteacht le ceol. 

An maith leat(sa) bheith ag snámh? 

An maith leat(sa) leadóg a imirt? 

Is maith/Ní maith. 

Sílim go bhfuil an leadóg ceart go leor mar 

chaitheamh aimsire. 

Ní maith liom ar chor ar bith/in aon chor é. 

Sílim go bhfuil sé an-leadránach. 

Sílim go bhfuil sé an-suimiúil. 

An bhfuil suim agat sa stair? 

Tá suim mhór agam ann/inti. 

Níl mórán suime agam ann. 

Níl suim ar bith agam ann. 

Téim chuig ceolchoirm go minic oíche 

Shathairn. 

Imrím cispheil de ghnáth tráthnóna Dé 

Sathairn. 

Bíonn traenáil agam de ghnáth oíche 

Mháirt. 

Tá mé i mo bhall de chumann siúl sléibhe. 

Tá mé i mo bhall de chlub leadóige. 

Cé chomh minic is a imríonn tú cluiche 

peile? 

Cé chomh minic is a théann tú chuig 

scannán? 

Uair sa tseachtain/sa mhí. 

Gach coicís nó mar sin. 

Anois is arís. 

Nuair a bhíonn an t-am agam. 



Word order 

The copula 

The possessive adjective 

Time adverbs 

oíche + lenition 

Is maith liom spórt a imirt. 

Is breá liom féachaint ar an teilifís. 

i mo bhall 

go minic 

anois is arís 

oíche Dhomhnaigh 

oíche Mháirt 


Pastimes 

(especially the learner’s 

pastimes) 

Periods of time 

litríocht 

stair 

iascaireacht 

peil ghaelach/an pheil ghaelach 

léitheoireacht 

seinm ceoil 

damhsa 

taisteal 

seisiúin cheoil 

maidin 

tráthnóna 

oíche 

Syllabus A2 


Syllabus A2 

The learner will be able to… 

Speak: 

Express various opinions about pastimes and say how often he/she does different 

things. 

Listen: 

Understand simple questions about pastimes; understand words and phrases in a 

conversation about pastimes. 

Read: 

Recognise names of pastimes and understand the main points in a written account 

based on pastimes. 

Write: 

Write a simple account of his/her pastimes; say how often he/she does different 

things. 


4.1 

4.2 

4.3 

4.4 

4.5 

4.6 

4.7 

Topic 4: Daily travel 


Asking a person if he/she does 

much travelling and answering 



information about travelling to 

the workplace. 

Discussing time. 


information about the length of 

the journey. 

Expressing opinions about travel. 

Saying what you do to pass the 

time on a journey. 

Discussing travel costs. 

Syllabus A2 

An ndéanann tú mórán taistil? 

Déanaim/Ní dhéanaim. 

Ní dhéanaim mórán taistil, ní maith liom an 

baile a fhágáil. 

Is breá liom bheith ag taisteal. 

Conas a théann tú go dtí ag obair gach lá? 

Tógaim an bus. Tá stad an bhus anchóngarach 

do mo theach. 

Tógaim an traein. Tá sí an-áisiúil. 

Tiománaim isteach sa chathair de ghnáth. 

Téim ar an rothar. 

An mbíonn an carr leat? 

Cén t-am a fhágann tú an teach? 

Idir a hocht agus ceathrú tar éis a hocht. 

Timpeall a seacht de ghnáth. 

Cá fhad a thógann an turas? 

Braitheann sé ar an trácht. Idir uair agus 

uair go leith de ghnáth. 

Tógann sé suas le leathuair an chloig. 

Ní thógann sé ach fiche nóiméad. 

Is fuath liom an turas. 

Is cuma liom faoin turas. 

Tá sé an-dainséarach a bheith ag rothaíocht 

anseo. 

Léim leabhar/léim an páipéar. 

Éistim leis an raidió. 

Déanaim obair ar mo ríomhaire glúine. 

Cé mhéad a chosnaíonn sé? 

Cé mhéad atá ar thicéad singil/fillte? 

Tá sé an-daor. Cosnaíonn ticéad fillte €60. 


Syllabus A2 


4.8 Discussing driving. 

An bhfuil tiomáint agat? 

Níl. Táim ró-neirbhíseach le bheith ag 

tiomáint. 

Tá. Táim ag tiomáint le cúpla bliain anois. 

Tá. Tá ceadúnas tiomána agam le dhá 

bhliain anois. 


Questions and answers in the 

present tense 

Prepositions + the article 

The prefix an- 

An ndéanann tú mórán taistil? 

ar an bhus/ar an mbus 

sa charr 

ar an traein 

ar an rothar 

ar an bhád/ar an mbád 

an-daor 

an-neirbhíseach 


Modes of transport 

Opinions 

General 

bus 

traein 

traein faoi thalamh 

carr 

rothar 

gluaisrothar 

bád 

áisiúil 

dainséarach 

leadránach 

turas 

trácht 

brú tráchta 

mótarbhealach 


Syllabus A2 


Speak: 

Describe the travelling that he/she does every day and express what he/she thinks 

about it. 

Listen: 

Understand simple questions and a basic description based on the above topic. 

Read: 

Recognise the names of the different modes of transport as well as references to time. 

Write: 

Write a short account of the travelling he/she does every day. 


5.1 

5.2 

5.3 

5.4 

5.5 

5.6 

5.7 

5.8 

Topic 5: Work 

Activities Samples 

Asking someone what kind of 

work he/she does and answering 


Saying what kind of a business 

you have. 

Speaking about your 

employment status. 

Seeking and expressing opinions 

about a job. 


information about working 

hours. 

Providing information about 

working conditions. 


information about how long one 

has spent in a job. 


information about skills. 

Cén tslí bheatha atá agat? 

Rúnaí atá ionam. 

Is bainisteoir mé. 

Is fear gnó mé. 

Tá siopa ceirníní agam. 

Tá teach lóistín agam. 

Tá mo chomhlacht féin agam. 

Syllabus A2 

Níl mé ag obair faoi láthair. 

Tá mé éirithe as/ar pinsean le bliain anois. 

Chaill mé mo phost cúpla mí ó shin. 

Tá mé ag lorg poist. 

An dtaitníonn an post leat? 

Tá sé deacair go leor. 

Tá an saoiste cairdiúil go leor. 

Ní thaitníonn. Tá strus ag baint leis. 

Ní thaitníonn. Tá sé an-leadránach. 

Tá mo chomhoibrithe go deas. 

Cén t-am a thosaíonn tú ar maidin? 

Cén t-am a chríochnaíonn tú tráthnóna? 

Ar a naoi a chlog. 

Timpeall/thart faoina sé nó mar sin. 

Tá an pá/tuarastal go maith. 

Fuair mé ardú céime an bhliain seo caite. 

Bíonn cúig seachtaine laethanta saoire 

agam gach bliain. 

Cá fhad atá tú ag obair ansin? 

Le trí bliana. 

Seacht mbliana nó mar sin. 

An bhfuil tiomáint agat? 

Tá/Níl. 

An féidir leat ríomhaire a úsáid? 

Is féidir/Ní féidir. 


Activities Samples 

An bhfuil Fraincis agat? 

Tá. Is féidir liom go leor a thuiscint. 


The infinitive without an object. 

The infinitive with an object. 

Is féidir liom tiomáint. 


Jobs 

Workplaces 

Working conditions 

Is féidir liom Fraincis a thuiscint. 

oibrí monarchan 

bainisteoir 

dlíodóir 

cuntasóir 

aisteoir 

fiaclóir 

ealaíontóir 

iriseoir 

garda/póilín 

fear an phoist/bean an phoist 

fear gnó 

bean ghnó 

bunscoil 

meánscoil 

ollscoil 

bialann 

garáiste 

teach lóistín 

leabharlann 

banc 

siopa bróg/ceirníní … 

comhlacht 

laethanta saoire 

pinsean 

ardú céime 

Syllabus A2 



Syllabus A2 

Speak: 

Describe the type of job he/she has and his/her working conditions; express simple 

opinions about the job; state the skills that he /she possesses. 

Listen: 

Understand simple questions and a basic description based on the above subject. 

Read: 

Recognise the names of the most common jobs and understand the basics of any piece 

of writing about the above topic. 

Write: 

Write a description of the work he/she does: the kind of job he/she has, the working 

conditions. Express simple opinions about the job and the skills he/she possesses. 


6.1 

6.2 

6.3 

6.4 

6.5 

6.6 

Topic 6: Talking about the weekend 


Asking someone what he/she did 

at the weekend. 

Saying that you went 

somewhere. 

Asking someone when they went 

somewhere and answering such a 

question. 

Saying what you did. 

Asking someone if he/she 

enjoyed something and 


Expressing opinions. 

Syllabus A2 

Cad é a rinne tú ag an deireadh seachtaine? 

An ndearna tú aon rud ag an deireadh 

seachtaine? 

Chuaigh mé go Corcaigh. 

Chuaigh mé chuig scannán le mo chara, 

Bríd. 

D’imir mé cluiche gailf le cúpla cara liom. 

Ní dhearna mé faic/dada. 

Cén uair/lá a chuaigh tú go Gaillimh? 

Maidin Dé hAoine. 

Oíche Shathairn. 

Chas mé le cairde sa teach tábhairne. 

Bhreathnaigh mé ar DVD. 

Chuaigh mé chuig ceolchoirm. 

D’imir mé galf le mo dheartháir. 

Cheannaigh mé cúpla bronntanas. 

Chonaic mé scannán maith. 

Chuaigh mé ag siopadóireacht. 

Ar bhain tú sult as an deireadh seachtaine? 

Ar bhain tú sult as an cheolchoirm? 

Ar thaitin an dráma leat? 

Bhain. 

Bhain mé an-sult as. 

Níor bhain. Ní raibh sé rómhaith. 

Bhí sé ar fheabhas/thar barr/thar cionn. 

Bhí am iontach /ar dóigh agam. 

Bhí sé róchostasach. 

Bhí aimsir bhreá ann. 

Bhí an aimsir go dona. 



oíche + days of the week 

Past tense of the verb 

Questions and answers in the past tense 

(including the irregular verbs) 

cúpla + the singular 

go, go dtí, chuig 

oíche Mháirt 

oíche Shathairn 

d’imir 

chas (le) 

d’éist… 

Syllabus A2 

An ndeachaigh… Chuaigh/Ní dheachaigh 

An ndearna … Rinne/Ní dhearna. 

Ar bhain… Bhain/Níor bhain. 

cúpla lá 

cúpla bronntanas 


Periods of time 


inné 

aréir 

Dé Luain seo caite 

maidin inné 

tráthnóna aréir 

Speak: 

Give a simple account of the things he/she did at the weekend. Ask someone else 

basic questions about this topic. 

Listen: 

Understand simple questions and descriptions related to this topic. 

Read: 

Understand the main points related to any written account of this topic (e.g. a diary). 

Write: 

Write a simple account of what he/she did at the weekend. 


7.1 

7.2 

7.3 

7.4 

7.5 

7.6 

7.7 

7.8 

Topic 7: Food and drink 


Offering someone a drink and 

accepting or rejecting such an 

offer. 

Asking someone if they take 

milk and sugar and answering 


Asking for the menu. 

Asking someone if they are 

ready to order. 

Ordering the first course. 

Asking someone what they 

would like for the main course 

and answering such a question. 

Asking and answering questions 

about the food. 

Asking someone if they would 

like dessert and answering such a 

question. 

Syllabus A2 

Cad ba mhaith leat? 

Beidh caife dubh agam. 

An mbeidh deoch agat? 

Beidh gloine sú oráiste agam, le do thoil. 

Ar mhaith leat gloine fíona? 

B’fhearr liom gloine beorach, le do thoil. 

An nglacann/dtógann tú bainne? 

Glacaim/Ní ghlacaim. 

An nglacann tú siúcra? 

Spúnóg amháin, le do thoil. 

An biachlár, le do thoil. 

An féidir liom/linn an biachlár a fháil/a 

fheiceáil, le do thoil? 

An bhfuil tú/sibh réidh le hordú? 

(Ba mhaith liom) na beacáin, le do thoil. 

Beidh an t-anraith agam(sa). 

Cad é ba mhaith leat don phríomhchúrsa? 

Agus don phríomhchúrsa? 

Beidh an stéig agamsa, le do thoil. 

Ba mhaith liomsa an sicín, le do thoil. 

An bhfuil prátaí leis sin? 

Tá/Níl. 

Cad iad na glasraí atá agaibh? 

Beacáin agus cóilis. 

Ar mhaith leat/libh milseog? 

Ba mhaith. Beidh an sailéad torthaí 

agamsa, le do thoil. 


7.9 

7.9 

7.10 


Asking for the wine list and 

ordering wine. 

Asking someone how was their 

meal / if they enjoyed their meal. 

Expressing opinions about a 

meal. 


The article and nouns 

Questions and answers 

Syllabus A2 

An clár fíona, le do thoil. 

Buidéal den Sauvignon Blanc, le do thoil. 

Dhá ghloine fíon bán le do thoil. 

Cad é mar a bhí an béile? 

Ar thaitin an béile leat? 

Bhí sé an-bhlasta. 

Bhí sé beagáinín róspíosrach. 

Bhí na glasraí róbhrúite. 

an sicín 

an t-uibheagán 

an mhilseog 

Ar mhaith…? Ba mhaith/Níor mhaith. 

An nglacann tú…? Glacaim/Ní ghlacaim. 

An mbeidh…? Beidh/Ní bheidh. 



Drinks 

Food 

Adjectives 

tae le/gan bainne 

tae láidir/lag 

pota tae 

sú oráiste 

fíon dearg 

fíon bán 

pionta bainne 

leathphionta beorach 

leac oighir 

spúnóg 

anraith (glasraí) 

bradán (deataithe) 

beacáin 

sicín (rósta) 

stéig 

uibheagán 

sailéad 

sceallóga 

piseanna 

meacain dhearga/bhána 

oinniúin 

uachtar (reoite) 

cáca cáise 

pióg úll 

sailéad torthaí 

fuar 

te 

spíosrach 

milis 

blasta 

Syllabus A2 



Syllabus A2 

Speak: 

Name the main kinds of food and drink, offer someone a drink, order an entire meal in 

a restaurant, ask questions about the food and express simple opinions about a meal. 

Listen: 


Read: 

Understand most of the words and items to be found on a simple menu. 

Write: 

Write a basic shopping list. 


9.1 

9.2 

9.3 

9.4 

9.5 

9.6 

9.7 

Topic 8: Health and illness 



information about fitness. 

Saying what exercise you do. 

Saying the things that you do to 

keep healthy. 

Asking someone how he/she 

feels and answering such a 

question. 

Saying what is wrong with you. 

Asking someone if he/she is 

better and answering such a 

question. 

Advising someone. 

An bhfuil tú aclaí? 

Tá/Níl. 

An duine aclaí tú? 

Is ea/Ní hea. 

Téim ag siúl gach lá. 

Bím ag siúl sna sléibhte go minic. 

Imrím eitpheil go rialta. 

Ithim bia sláintiúil. 

Ithim go leor torthaí agus glasraí úra. 

Ní ólaim ná ní chaithim (tobac). 

Syllabus A2 

Cad é mar a bhraitheann tú? 

Tá mé go breá. 

Ní bhraithim rómhaith. 

Níl mé ach cuibheasach/go measartha. 

Tá mo dhroim nimhneach. 

Ghortaigh mé mo dhroim. 

Bhris mé mo lámh ag imirt peile. 

Tá teocht an-ard agam. 

Tá póit orm. 

An bhfuil biseach ort go fóill? 

Tá. 

Tá mé ag teacht chugam féin. 

Tá biseach ag teacht orm. 

Ba cheart duit dul chuig an dochtúir. 

Ba cheart duit sos a thógáil – tá tú ag obair 

ródhian. 

Ba cheart duit níos mó aclaíochta a 

dhéanamh. 

Caithfidh tú aire níos fearr a thabhairt duit 

féin. 

Tá tú ag ól an iomarca. 



The copula – questions and 

answers 

The possessive adjective 

The prepositional pronouns ar 

and ag 

The conditional 

An duine aclaí tú? Is ea/Ní hea. 

mo dhroim 

Tá póit orm. 

Tá teocht ard agam. 

Ba cheart … 


Parts of the body 

General 

aghaidh 

smig 

droim 

ladhar 

rúitín 

tóin 

aclaí 

aclaíocht 

sláinte 

sláintiúil 

teocht 

bris 

Syllabus A2 


Speak: 

Make simple statements about illness and injuries; ask other people simple questions 

about how they feel, about what is wrong with them and enquire if they are feeling 

better. 

Listen: 

Understand simple questions and basic descriptions related to this topic. 

Read: 

Recognise words and phrases associated with this topic. Read simple written 

conversations to do with this topic. 

Write: 

Write the main words and phrases associated with illness and injuries. 


9.1 

9.2 

9.3 

9.4 

9.5 

Topic 9: Describing people 


Naming different parts of the 

body. 

Asking questions about 

someone’s appearance. 

Describing someone’s 

appearance. 

Enquiring about someone’s 

personality. 

Describing someone’s 

personality. 

Lámh(a) 

Cos(a) 

Cén chuma atá air? 

Cén chuma atá uirthi? 

Tá sé ard tanaí. 

Tá sí beag dathúil. 

Tá gruaig fhada dhubh air. 

Tá gruaig ghairid chatach uirthi. 

Tá súile deasa donna aige/aici. 

Cén cineál duine é/í? 

Is duine cairdiúil é. 

Is bean chineálta í. 

Syllabus A2 



The prepositional pronouns ar and ag 

Word order 

Gender of the noun 

Plural of the noun 

Nouns and adjectives 

Syllabus A2 

orm, ort, air, uirthi, orainn, oraibh, orthu 

agam, agat, aige, aici, againn, agaibh, acu 

Tá gruaig fhada dhonn uirthi. 

Gruaig dhonn 

Féasóg fhada 

cos/cosa 

súil/súile 

Fear cairdiúil. 

Bean chineálta. 

Súile donna. 


Parts of the body 

Traits 

súil(e) 

béal 

féasóg 

ard 

beag 

ramhar 

tanaí 

dathúil/dóighiúil 

fada 

gearr/gairid 

díreach 

catach 

fionn 

rua 

liath 

cairdiúil 

cineálta 

deas 



Speak: 

Give a simple description of a person’s appearance and personality. 

Listen: 


Read: 

Recognise the main words and phrases associated with the above topic. 

Write: 

Write simple sentences about a person’s appearance and personality. 

Syllabus A2 


10.1 

10.2 

10.3 

10.4 

10.5 

10.6 

10.7 

10.8 

10.9 

Topic 10: Clothes and shopping 


Saying that you want something. 

Asking someone to try on an 

item of clothing. 

Seeking and expressing opinions. 

Seeking an opinion from a 

person who you suspect is not 

keen on an item. 

Expressing opinions about price. 

Comparing items. 

Saying that you would prefer 

something else. 

Saying how much something 

costs. 

Saying that you are going to buy 

something. 

Syllabus A2 

Tá bróga nua de dhíth orm. 

Tá mé ag dul chuig bainis. Caithfidh mé 

culaith nua a cheannach. 

Bain triail as go bhfeice tú. 

Cuir ort é go bhfeice tú. 

Cad é do bharúil? 

Tá sé go hálainn. 

Níl sé ródheas. 

Tá an dath ró-éadrom/ródhorcha. 

Ní oireann sé duit. 

Nach maith leat an léine sin? 

Ní maith. Tá sé gránna! 

Tá sé an-saor/an-daor. 

Sílim go bhfuil sé ródhaor. 

Tá an léine seo i bhfad níos deise. 

Tá an sciorta seo níos daoire ná an ceann 

buí. 

Tá an cóta gorm seo níos mó/lú. 

B’fhearr liom ceann níos faide. 

B’fhearr liom ceann níos giorra. 

Tá sé seachtó (is) a cúig euro. 

Níl sé ach daichead is a hocht punt. 

Sílim go gceannóidh mé é. 


10. 

10 



information about size. 


Comparative forms of the 

adjective 

Numbers (1-100) 

Noun and adjective 

Cén uimhir/mhéid a chaitheann tú? 

Uimhir/méid a deich. 

níos mó 

níos daoire 

dhá euro is fiche 

daichead is a hocht punt 

léine bhuí 


Types of clothes 

Colours 

carbhat 

seaicéad 

cóta báistí 

crios 

lámhainní/miotóga 

hata 

bándearg 

liath 

corcra 

geal 

éadrom 

dorcha 

Syllabus A2 


Speak: 

Name the main items of clothing and express opinions about them; name different 

colours; speak about cost. 

Listen: 

Understand a simple description of items of clothing, their colour and their price. 

Read: 

Understand the names of the main items of clothing and the main colours. Understand 

simple numbers in the context of prices and shoe sizes etc.. 


11.1 

11.2 

11.3 

11.4 

11.5 

11.6 

11.7 

Topic 11: Planning holidays 


Asking someone where he/she is 

going on holiday. 

Saying where you are going on 

holiday. 

Asking someone who will be 

with him/her and answering such 

a question. 

Asking someone how long 

he/she will be on holiday and 


Asking someone when he/she is 

going on holiday and answering 


Asking someone questions about 

his/her holiday and answering 

such questions. 

Asking about the weather and 


Syllabus A2 

Cá bhfuil tú ag dul ar laethanta saoire i 

mbliana? 

Tá mé ag dul go dtí an Fhrainc. 

Tá mé ag dul go Sasana. 

Cé a bheidh/bheas leat? 

Mo chuid deirfiúracha. 

Mo chairde Síle agus Pól. 

Cá fhad a bheidh tú/sibh ann? 

Ar feadh cúpla lá. 

Don deireadh seachtaine. 

Ar feadh seachtaine. 

Cén uair atá tú ag dul/ag imeacht? 

An tseachtain seo chugainn. 

I gceann coicíse. 

Ag tús na míosa seo chugainn. 

Mí na Bealtaine. 

Cá mbeidh tú/sibh ag fanacht? 

In óstán. 

An mbeidh sibh ag fanacht le Máire? 

Beidh, don chéad seachtain. 

An rachaidh sibh ar cuairt chuig Seán? 

An mbeidh na páistí leat? 

Ní bheidh. Beidh siad ag fanacht le mo 

thuismitheoirí. 

An mbeidh an aimsir maith ag an am sin? 

Beidh. Tá súil agam. 



go dtí + the article 

go + no article 

cúpla + singular 

ar feadh + genitive case 

i gceann + genitive case 

Questions and answers in the future 

tense (including the irregular verbs) 

an Fhrainc: go dtí an Fhrainc 

an Iodáil: go dtí an Iodáil 

Meiriceá: go Meiriceá 

Albain: go hAlbain 

ar feadh cúpla seachtain 


Times of the year/particular feast days 

Countries 

ar feadh seachtaine 

ar feadh coicíse 

ar feadh míosa 

(is leor na cinn seo a fhoghlaim) 

i gceann seachtaine 

i gceann coicíse 

i gceann míosa 

(is leor na cinn seo a fhoghlaim) 

Syllabus A2 

An mbeidh…? Beidh/Ní bheidh. 

An rachaidh…? Rachaidh/Ní rachaidh. 

an Nollaig 

an Cháisc 

an deireadh seachtaine fada 

Lá Fhéile Pádraig 

An Ghearmáin 

An Phortaingéil 

An Astráil 

Albain 

An Bhreatain Bheag 

An tSeapáin 

An tSín 



Syllabus A2 

Speak: 

Give a basic description of his/her holiday plans: where he/she is going, length of 

stay, when he/she will be leaving, where he/she will stay and how the weather will be. 

Ask other people simple questions on this topic. 

Listen: 

Understand basic questions and descriptions related to this topic 

Read: 

Recognise the names of the major countries. Understand a basic account of the above 

topic. 

Write: 

Write a simple account of his/her holiday plans (e.g. in a letter or an e-mail to a 

friend). 


12.1 

12.2 

12.3 

12.4 

12.5 

Topic 12: Directions, location and movement 



information about a location 

(outside). 


information about a location 

(inside) 

Asking where someone is and 


Asking where is the toilet, or 

other rooms, and answering such 

a question. 

Seeking and giving directions. 

Cá bhfuil do charr páirceáilte? 

Tá sé in aice leis an bhanc. 

Tá sé trasna ón ollmhargadh. 

Tá sé ansin sa charrchlós. 

Cá bhfuil na heochracha? 

Tá siad ansin ar an teilifíseán. 

Tá siad ar an tábla/ar an bhord. 

Tá siad faoin nuachtán ansin. 

Cá bhfuil Liam? 

Tá sé amuigh sa ghairdín. 

Tá sí istigh sa seomra suí. 

Tá sí thuas staighre. 

Tá sí thíos ansin. 

Cá bhfuil an leithreas? 

Tá sé ansin ar chlé. 

Tá sé ansin ar dheis. 

Tá sé ansin ag bun an halla. 

Tá sé ag barr an staighre. 

Sin ansin é – an dara doras ar dheis. 

Syllabus A2 

Cá bhfuil oifig an phoist? 

Téigh amach an doras, tiontaigh/cas ar 

dheis. Tá sé ansin in aice leis an séipéal. 

Téigh suas an tsráid. 

Téigh síos an bóthar. 

Gabh isteach an doras sin. Tá sé ansin ar 

dheis. 



The imperative 

Location 

Movement 

Preposition + the article 

Anseo v ansin 

Téigh 

Cas/tiontaigh 

thuas, thíos, istigh, amuigh 

suas, síos, isteach, amach 

ón ollmhargadh 

leis an óstán 

ar an mbord 

faoin nuachtán 

Tá sé anseo. 

Tá sé ansin ar chlé. 


Facilities 

Rooms 

Furniture 

See Topic 2, A1 



Syllabus A2 


Speak: 

Ask where different things are and give simple directions; say where different things 

are. 

Listen: 

Understand basic information about location, as well as simple directions. 

Read: 

Pick out the basic vocabulary associated with location and direction from a longer 

account. 

Write: 

Write simple directions as well as simple sentences about the location of things. 


13.1 

13.2 

13.3 

13.4 

13.5 

13.6 

Topic 13: Favours and permission 


Asking for a favour (informal). 

Asking for a favour (fairly 

formal). 

Expressing that you are willing 

or unwilling to do a favour for 

someone. 

Seeking permission/Giving and 

refusing permission. 

Asking to speak with 

someone/Telling a person that 

he/she can speak with someone. 

Explaining to a person why 

he/she cannot speak with 

someone. 

Syllabus A2 

Tabhair dom an peann sin soicind. 

A Shéamais – an bhféadfá an fhuinneog sin 

a dhúnadh, le do thoil. 

An bhféadfá an doras sin a oscailt – tá sé 

an-te istigh anseo. 

Oscail an doras sin dom, maith an fear. 

Ar mhiste leat gar beag a dhéanamh dom? 

Ar mhiste leat ríomhphost a chur chugam, 

má fhaigheann tú an deis? 

Ar mhiste leat an litir seo a chur sa phost? 

Cinnte. 

Tá brón orm ach … 

níl an t-am agam. 

tá coinne agam. 

tá mé róghnóthach. 

An bhféadfainn/An dtig liom an fhuinneog 

seo a oscailt? 

Cinnte – ar aghaidh leat. 

An dtig liom an ceol seo a chasadh síos rud 

beag? 

Cinnte. Tá sé cineál ard. 

An bhféadfainn an leabhar seo a fháil ar 

iasacht? 

Cinnte, ach beidh sé ag teastáil uaim arís ag 

an deireadh seachtaine. 

An dtig liom labhairt leis an bhainisteoir? 

An bhféadfainn labhairt le Brian Ó Duinn? 

An bhféadfainn labhairt leis/léi? 

Cinnte. Fan ar an líne. 

Tá brón orm ach … 

Tá sí ar saoire faoi láthair. 

Tá sé as baile. 



Níl sí san oifig faoi láthair. 

Níl sé ag obair inniu. 


The imperative 

The conditional 

Word order 

tabhair 

oscail 

dún 

An bhféadfá …? 

An bhféadfainn …? 

(na cinn seo amháin) 


Verbs 

Syllabus A2 

An bhféadfainn an fhuinneog seo a oscailt? 

dún/druid 

oscail 

faigh 

cuir 

féad 

labhair le 


Speak: 

Ask for simple favours and for permission; express whether he/she is willing to do a 

favour or grant permission. 

Listen: 

Understand simple favours and know whether or not a person is willing to do a favour 

for him/her or grant permission. 

Read: 

Understand short notes in which a favour or permission is requested. 

Write: 

Request simple favours and permission in writing. 


14.1 

14.2 

14.3 

14.4 

14.5 

14.6 

14.7 

14.8 

Topic 14: Making arrangements 


Asking someone if he/she is free 

and answering such a question. 

Giving someone an invitation / 

Accepting and declining 

invitations. 

Expressing disappointment. 

Trying to come to a decision and 

making suggestions. 

Discussing time. 

Deciding on a time. 

Telling someone what time you 

will collect him/her. 

Expressing gratitude. 

Syllabus A2 

Cad é atá tú a dhéanamh oíche Mháirt? 

Faic. Cén fáth? 

Tá mé ag dul go Corcaigh. Cad chuige? 

Ar mhaith leat dinnéar a ithe liom? 

Ar mhaith leat lón a ithe liom féin agus le 

Bairbre? 

Ba bhreá liom. 

Ba bhreá liom ach … 

beidh mé i nGaillimh. 

beidh mé gafa. 

beidh mé as baile. 

beidh mé ag tabhairt aire do na páistí. 

Is mór an trua sin! 

Cad é a dhéanfaimid san oíche amárach? 

Cad é faoi/Céard faoi dhul chuig dráma? 

Cén t-am a thosóidh sé? 

Ar cheathrú/Ag ceathrú tar éis a hocht. 

Ag cúig bhomaite is fiche go dtí a naoi. 

Cén t-am a chasfaimid le chéile? 

Beidh an traein istigh ar chúig nóiméad 

chun a naoi. Casfaidh mé leat ansin. 

Baileoidh mé tú timpeall a naoi. 

Beidh mé ansin roimh leath i ndiaidh a 

seacht. 

Tá mé an-bhuíoch díot. 



Future tense of the verb 

Ar + lenition 

Numbers and time 

Beidh mé gafa. 


General 

Ar cheathrú chun a naoi. 

Cúig nóiméad tar éis a sé. 

Deich mbomaite i ndiaidh a seacht. 

Fiche tar éis a seacht. 

Cúig bhomaite is fiche go dtí a deich. 

Syllabus A2 

See Caitheamh aimsire A1 & A2 and Saol 

laethúil A1 


Speak: 

Find out if someone is free and refer to the main social occasions. Give an invitation 

and accept or decline an invitation. Make simple arrangements to do with time and 

place. 

Listen: 

Understand simple questions and conversations to do with invitations and social 

occasions. 

Read: 

Understand simple invitations (on a card that someone organising a party might send, 

for example). 

Write: 

Write simple invitations. Write a very simple note accepting or declining an 

invitation.

Topic 2 - teg

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