Cambridge Early Years Communication and Language (English as a Second Language) Learner's Book 2C

Cambridge Early Years

Learner’s Book 2C

Communication and Language for English as a Second Language

Note to parents and practitioners

This Learner’s Book provides activities to support the third term of ESL Communication and Language for Cambridge Early Years 2.

Activities can be used at school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.

Stories are provided for children to enjoy looking at and listening to. Children are not expected to be able to read the stories themselves.

Children will encounter the following characters within this book. You could ask children to point to the characters when they see them on the pages, and say their names.

The Learner’s Book activities support the Teaching Resource activities. The Teaching Resource provides step-by-step coverage of the Cambridge Early Years curriculum and guidance on how the Learner’s Book activities develop the curriculum learning statements.

Hi, my name is Rafi.

Hi, my name is Kiho.

Hi, my name is Mia.

Find us on the front covers doing lots of fun activities.

Hi, my name is Gemi.

Healthy Hana

This week we got a new class pet! Not just a “normal” class pet, like a rabbit or a hamster or an insect.

But ...

a ROBOT!

His name is Buzz and everybody loves him.

BUT – there’s also a lot he doesn’t know. Our teacher, Mr Patel says we need to teach him. So, Teo helped Buzz learn to read.

Then Lil showed him how to tidy the classroom.

Animal time!

Say and trace.

Say the names of the animals. Trace their names.

I have a big trunk.

I am an elephant .

I have a long neck.

I am a giraffe .

I have big teeth.

I am a lion .

I have long arms.

I am a monkey .

For practitioners

Ask children to identify the animals they can see in each picture and then trace the animal name. Encourage children to say the sentences. Play the song again and ask them to mime the movements animals make and repeat key words and sounds (roar, flap ears, hiss, etc.).

At the animal park

Listen and write.

Listen to the rhyme and write the missing animal names on the park signs.

For practitioners

Invite children to observe the scene and to identify the animals they can see.

As the children listen to the song, they can write the name of each animal on the correct sign. Some children may need you to write the names so they can copy them.