Paul Drury

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Contents

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Scope and Sequence 4

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Methodology 6

Unit Walkthrough 10

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Unit 1 What do you like about school? 14

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Unit 2 How do we take care of ourselves? 42

Unit 3 What do we do at home? 70

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Unit 4 What can we see on a farm? 98

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Unit 5 What do we eat at different times of the day? 126
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Unit 6 What different kinds of clothes do we wear? 154
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Unit 7 What can we do with our senses? 182
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Unit 8 How do we get from one place to another? 210

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Unit 9 What do plants need to grow? 238

Tracks 266
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CLIL Connection Activities 272

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 Story and
Big Question Vocabulary Language Values Concept Oracy CLIL Numeracy Project
Literacy

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Unit 1 My Favorite paint, draw, color, What is it? It’s a (pencil.) Tidying red, blue, Responding Art: Numbers What I Like at
Thing cut, glue, pencil, What do you do with Up Our yellow, Appropriately 1–10 School Mural

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What do you Which are
marker, paintbrush, a (pencil)? I (draw) with Classroom green
like about What does May I get the primary
glue stick, scissors, (a pencil). What do you like orange,
school? Betty like to (some paper), colors?
listen to stories, to do … ? I like to (listen to purple
do at school? please. Yes,
sing songs, tidy up, stories).

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you may.
eat lunch, play with
friends
Unit 2 Good Job, wash my face, (He) takes care of (himself). Taking Care circle, Body Science: Numbers We Take Care
Oliver! brush my hair, eat (She) washes (her) (hands of Ourselves square, Language 11 and 12 of Ourselves
How do we What does

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healthy food, put on with soap). What can you do rectangle, Posters
take care of What does What’s the healthy food
a jacket, drink water, to take care of yourself? I star
ourselves? Oliver do in matter? I’m look like?
toothbrush, brush, can (eat healthy food).
the story? (thirsty). You
soap, towel, jump

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need to (drink
rope, tired, thirsty,
water).
dirty, hungry, sick

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Unit 3 A Fun Game living room, dining What’s this? It’s a (bed). Helping at in, on, Asking Social Numbers My Open House
room, kitchen, Where does it go? In the Home under Questions for Studies: 13, 14, 15
What do we Is this a
bedroom, bathroom, (bedroom). The (bed) goes Information
do at home? scene from What do you
bed, couch, shower, in the (bedroom). Who’s

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the story? Where are do at home
lamp, fridge, cook, this? What is (she) doing?
you? I’m during the
sweep the floor, set (She)’s (cooking). The
(here)(in the day and at
the table, watch TV, father’s (cooking). The

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bedroom). night?
make the bed mother’s (making the bed).
Unit 4
What can
we see on a
The Little
Red Hen
Can you
cow, hen, duck,
horse, sheep, feed
the ducks, milk the
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What is the farmer doing?
(He)’s (milking the cow).
How many (horses) are
Working Hard sequences Projecting
on a Farm Your Voice
What does a
Science:
What food do
we get from
Numbers
16, 17, 18
Chicken
Painting
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cows, groom the there? There is one (horse).
farm? number cow say? Moo, animals?
horses, shear the There are two (horses).
the story in moo.
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sheep, collect the

order?
eggs, calf, lamb,
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duckling, chick, foal

Unit 5 Pat’s Birthday breakfast, lunch, What food do you like? I like Eating a a few, a lot Responding Science: Number 19 My Meals
Dream dinner, eggs, (rice). I don’t like (eggs). Healthy Appropriately Collage
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What do Which food

chicken, salad, What food does (she) like? Breakfast
we eat at Is it real or What do you comes from
pancakes, water, (She) likes (eggs). (She)
different time a dream? want for plants?
soup, rice, milk, doesn’t like (rice). What do
of the day? breakfast?
cereal, orange juice, you have for (breakfast)(in
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Milk, please.
fish, strawberries the morning)? I have (eggs)
Anything else?
for (breakfast). We have
No, thank you.
(breakfast) (in the morning).
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 Story and
Big Question Vocabulary Language Values Concept Oracy CLIL Numeracy Project
Literacy

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Unit 6 The Teddy pants, shoes, T-shirt, What color is (his) Taking left, right Asking Science: Number 20 What I Wear
Bear Show skirt, sweater, (raincoat)? What color are Care of Our Questions for Poster

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What What are the
socks, jacket, boots, (her) (socks)? What is (she) Clothes Information
different What are the four seasons
raincoat, dress, wearing? (She)’s wearing
kinds of teddy bears What’s the of the year?
sunny, cloudy, rainy, (blue) (pants). What are you
clothes do wearing? weather like?
snowy, windy wearing? I’m wearing …

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we wear? It’s rainy.
What’s (Mia) wearing?
Put on your
(She)’s wearing … What the
raincoat.
weather like?
Unit 7 The Apple Pie see, touch, hear, (She)’s smelling a flower. Respecting next to, Eliciting Science: Number 30 Fuzzy

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smell, taste, soft, (He)’s touching a cat. How Differences between, Opinions Caterpillar
What can we Which senses Which sense
rough, smooth, good, does it smell? It smells behind Model
do with our does Gus How does is it?
bad, sweet, salty, (good). How does it feel? It
senses? use? your
loud, quiet, beautiful feels (soft). How does the

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(sandwich)
(orange juice) (taste)? It
taste? It
(tastes) (sweet).
tastes (salty).

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Do you like
(bananas)?
(Yes), they
taste (good).

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Unit 8 Let’s Climb a car, train, bus, Where does a (bus) go? A Taking Care new, old, Standing Up Art: Number 40 Transportation
Mountain! airplane, boat, bike, (bus) goes (on land). Where of the Air slow, fast Straight Booklet
How do we How can

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helicopter, ship, air, is (she) going? (She)’s going
get from Is it real? Is it This is my you make
water, land, beach, to the (city). How is (he)
one place to imaginary? (train). It’s a beautiful
another?
amusement park,
mountains, city
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going to get there? (He) is
going to get there (in a car).
Where are you going? I’m
(yellow). It’s
(old). It’s
boat?
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(slow).
going to the (beach). How
are you going to get there?
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I’m going to get there (on a

boat).
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Unit 9 One Little plant, sun, soil, (First), (dig a hole). What’s Taking Care tall, short Looking at Science: Number 50 My Terrarium
Daffodil water, air, seed, missing? Which part is of Plants Your Audience
What do Where do
shovel, hole, water, missing? The (petals) are
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plants need Can you put What are your fruits and
dig, watering can, missing. The (stem) is
to grow? the pictures favorite fruits? vegetables
petals, leaves, stem, missing.
from the My favorite grow?
roots
story in fruits are
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order? (strawberries
and oranges).
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 Pre-literacy

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Systematic approach

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to lay the foundation for
success in literacy.
Children aquire pre-
literacy skills to become

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effective readers.

For a Future Full of Opportunities

Better Learning within

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Cambridge Little Steps
Cambridge Little Steps is a three-level English language

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and early literacy course that gets very young children
exploring and communicating in English while nurturing
the key life competencies and values they need to become

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kind and creative individuals, ready to make the most of
life’s opportunities.

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Its rich variety of content and research-informed approach
to early literacy, oracy and creativity creates a better
Oracy Effective Creativity
learning environment where children can:
Learning

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Method to strengthen Activities designed to
• Develop rich, natural vocabulary as well as emotional our research-based build students’ creativity.
competencies with literature.
• Start to investigate life’s Big Questions from a variety
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Children develop the
verbal and nonverbal
Children become
imaginative thinkers and
problem-solvers while
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angles. skills to communicate enjoying themselves!
effectively.
• Develop body awareness and listening skills, key to
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confident communication.
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• Act out, think creatively, collaborate on projects and

enjoy learning with every step! Course Components
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These aims are achieved through child-friendly design that • Student’s Book • Posters
captivates very young children and helps them focus. Digital • Activity Book • Tickles Puppet
routine boards, animations, Big Books, and a puppet help • Numeracy Booklet • Presentation Plus includes
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create an effective learning and teaching environment. • Phonics Booklet videos, animations, tips,
routines, assessment
Easily-accessible self-study for teachers at cambridge.org/ • Flashcards
• Online Teacher Training
littlesteps presents practical ideas on how to teach with • Teacher's Edition
Cambridge Little Steps.
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• Class Audio cambridge.org/littlesteps/teachertraining

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Pre-literacy
Insights

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Insights Content Results Content
Skills in phonemic awareness, Cambridge Little Steps creates a Children gain useful skills and
phonics, fluency, and vocabulary are rich pre-literacy environment. behaviors that enable them to
Results
essential to literacy development. successfully start reading and

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(National Reading Panel) writing.

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Pre-literacy refers to the skills and Better Questions for Deeper Understanding
Asking questions about stories is a key part of pre-literacy development. You
behaviors associated with successful

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can expand children’s thinking by asking questions. Based on Bloom’s
reading development, that is, everything Taxonomy, there are six levels of questions:

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a child needs to learn about reading and Recall Understand Apply Analyze Assess Create
writing before they actually do so.
Recall: What color is the gorilla? What is the name of the girl? Is the apple

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big or small? What animals appear in the story?
Pre-literacy in Cambridge Little Steps
Understand: Is this song about animals? Is the boy happy or sad?

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Motivation: Beautifully illustrated original stories encourage children to
appreciate literature, develop visual literacy, and acquire a rich vocabulary. Apply: Is your father like the father in the story? Is your favorite color the
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Print Awareness: Children are encouraged to notice print. They begin to
understand how written language is related to oral language and develop
same as the main character's? Can you walk like the duck in the story?
Analyze: What is the funniest part of the story? How are the dogs and cats
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a sense of how print functions. different? How are they the same?
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Alphabet Knowledge: Children are led to recognize the letters of the Assess: Which character does the right thing? Which character is honest?
alphabet, how they sound, and to distinguish them from each other. Which character is dishonest?
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Vocabulary: Children become familiar with a wide range of words by Create: Can you draw a picture to show your favorite part of the story?
exploring the stories. Can you make up a dance to show how you feel?
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Phonological Awareness: Children learn how to distinguish specific

sounds, including phonemes—a key skill in learning to read.
Narrative Skills: Children describe story events, setting and characters.
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They retell the stories, order events, and make predictions.

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 Oracy
Insights

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Content

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Insights Content Results
Oracy skills are a strong indicator A structured oracy syllabus Students build the foundation
of future success. enables students to develop strong needed to become competent
Results
oracy skills. communicators.

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Oracy is the skill of speaking confidently Oracy in Cambridge Little Steps
At this stage, oracy mainly focuses on the development of children’s
in a variety of situations, from

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nonverbal skills and on helping children to convey confidence when
presentations in front of an audience speaking to peers and adults.

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to participating in group discussions Our simple but effective approach to oracy is clearly signposted in the
Teacher’s Edition.
and collaborative activities.

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Oracy involves speaking. It also includes physical skills like projecting your Tips for Promoting Oracy Development in Preschoolers
voice and conveying confidence through your posture. It includes social- • Create a safe classroom environment based on trust so that children do

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emotional skills like understanding group dynamics and helping a group not feel intimidated and are encouraged to participate actively.
come to a collective decision. It includes cognitive skills like structuring
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Oracy develops self-esteem and self-confidence in students. Oracy skills
• Ensure that children are not afraid to try something new or make
mistakes. Explain that making mistakes is part of the learning process.
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• Do not permit bullying or making fun of another's idea or opinion.
are invaluable, and Cambridge Little Steps provides a solid foundation for
• Actively model and encourage nonverbal skills such as active listening,
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the development of these skills in young learners.

standing up straight while speaking and looking others in the eye.
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• Actively model and encourage collaborative behaviors such as sharing,

taking turns, listening to others and asking questions.
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• Encourage children to speak slowly and clearly and project their voice
when presenting.
• Don't force students to speak before they are ready. Allow for a silent
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period and respect each child's pace of development.

• Use non-verbal responses, such Total Physical Response (TPR), as a way
to encourage shy children to participate.
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Creativity
Insights

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Insights Content Results Content
Creative work and play motivate Activities highlighted throughout Children learn how to think
children while encouraging the Teacher's Edition build critically and approach problem
Results
multiple perspectives. children's creativity. solving.

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Creativity ... Creativity Through Drama
• promotes learning and development. Children can act out things from daily life, incorporating songs, movement,

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and costumes. They can pretend to be mothers, fathers, animals, or different
• helps children express feelings and learn communication skills.
community helpers. They can also act out the stories in their book.
• makes children happy; they enjoy creative play and activities.

• promotes resilience, finding new ways of looking at things, critical thinking
and problem solving, focus and concentration, useful learning strategies
such as taking a break.
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Creativity Through Music
Children can use real or homemade instruments. These include saucepans,
spoons, drums, bottles filled with rice, or bells. Children can practice

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following a rhythm, playing loudly or softly, quickly and slowly. They can
• motivates children to find new ways of looking at things. move or paint along to different types of music.

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Creativity in Cambridge Little Steps Creativity Through Prompts
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Throughout the Teacher's Edition, you will find extra activities specifically
designed to develop creativity. These activities are explicitly labeled.
Ask children open-ended questions that encourage them to use their
imagination:
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• Imagine your pet cat can talk. What does it say? What does it do?
Tips and Tricks to Foster Creativity
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• Would you rather be a bird or a fish? Why?

Creative Materials • How can we make the perfect sandwich?
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Simple materials can stimulate a child’s imagination. • Imagine you are invisible. Where do you go? What do you do?
1 Cardboard boxes: Children can make animals, houses, robots, or anything they
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• Imagine you're with a friend. You have no toys, but you have a big
want. They can paint the boxes or glue on paper, buttons, cloth, or sand.
cardboard box. What do you do with it? What do you play?
2 Leaves, sticks, and other natural materials: Children can make collages, glue
materials onto paper, or dip them into paint for printing. Have children close their eyes while you play soft music. Ask them to
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imagine a place, a person or an object. Then ask guiding questions with

3 Buttons, pasta, and beads: Children can make jewelry and decorations. 30-second pauses in between. Finally, have them draw what they imagined.
For example: Imagine a place where you feel happy. Where are you? Are
you inside or outside? Is it a big place or small place? What colors can
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you see? Is it hot or cold? Can you smell anything? Who is with you?
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