The thesis aims to explore whether authentic materials, which according to most authors are recommended for students at least at B1 English level, can be suitable for A2 level students and whether they can improve their speaking fluency. The main objective of the research is to find answers to three questions: Can carefully selected authentic materials be used to create an authentic task that gives young learners access to 'real' language and improves their speaking fluency? How much can authentic tasks be beneficial for children at the pre-intermediate English level? To what extent can the use of authentic materials be a disadvantage? The study employs a qualitative research design involving multiple data collection procedures. The data are collected from three perspectives - the presenting teacher, the observing teacher and the learners. The presenting teacher answers a set of six closed questions. The questions are designed to reflect the research question. The observing teacher completes an observation sheet consisting of one open-ended question and five statements. After each lesson, the learners provide brief oral feedback to the presenting teacher. These main criteria should offer enough data to find a conclusion and create a descriptive outcome.