Cambridge

Early Years
Let’s Explore

Learner’s Book 2A

Kathryn Harper
 Contents
Note to parents and practitioners 3

Block 1: Friends, family and me 4

Block 2: Home and buildings 18

Acknowledgements 32

2
Note to parents and practitioners

This Learner’s Book provides activities to support the first

Hi, my name is Mia.
term of Let’s Explore for Cambridge Early Years 2.

Find us on the front

Activities can be used at school or at home. Children will covers doing lots of

need support from an adult. Additional guidance about fun activities.

activities can be found in the For practitioners boxes.

Some activities use stickers. The stickers can be found in the

section in the middle of this book.

Stories are provided for children to enjoy looking at and

listening to. Children are not expected to be able to read

the stories themselves.

Hi, my name

is Gemi.
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.

3
 Block 1
Friends, family and me

Look at the people!

Choose stickers and say.

4
 Can you find me?

What can you see?

For practitioners

Children explore the picture and discuss what they can see. Children stick the matching pictures in place, e.g., balloon

to child. Talk about what the people are doing in the picture. Encourage children to find Rafi in the picture.

5
 What can you find in your classroom?

Tick ✔ .

paint chair tree

giraffe robot drum

For practitioners

Look at the items on the activity page together. Ask What can you find in our classroom?

Demonstrate ticking the box when seeing an item. Divide children into groups with a sheet to find

the items and tick off. Note: Reading the words is optional and some of the options are just for fun!

6
How do they make you feel?

Match.

happy

excited

scared

sad

For practitioners

Talk about what the children in the pictures look like they might be feeling. Children then match the

pictures to the faces to show how each item makes them feel or would make them feel. Make it

clear children can choose a face more than once. Ask What else makes you happy/sad/scared/excited?

7
 My favourite thing

Draw and say.

This is my favourite thing:

I it.

play with read wear listen to

It makes me feel . I my favourite thing!

For practitioners

Children draw a picture of their favourite thing. After they have drawn their pictures,

read the sentences and make sure children understand them. Children circle,

draw and colour to complete the sentences. Ask How do you show your feelings?

8
What does your body do?

Draw.

For practitioners

Ask What parts of the body are the lines pointing to? Children name the body parts

and draw pictures in the boxes of something they can do with each body part.

9
 What’s healthy for your body?

Follow the lines.

Circle the healthy choices.

For practitioners

Children trace the pathway with their pencils. When they get to the choice circles, ask Is this healthy for your body?

They trace the circle of their choice using a colouring pencil. Talk about how we can keep our bodies healthy.

Pair up children to compare and discuss their choices.

10
What can my family do?

Draw and say.

Who can help my sore knee? Who can make tasty food?

Who can read me a story? Who can kiss me goodnight?

For practitioners

Read the questions aloud. Children draw faces of family or friends (or themselves) for each question.

They can draw more than one face for each question (all pictures can be drawn here or on separate paper).

Talk about the people they have drawn. Optionally, children can write the names of the people they choose.

11
 Little Ronny

Little Ronny plays in the big, big tree.

Oops! He falls down!

“Help! Help!” he cries.

But who is around?

Mum is in the office,

typing up her files.

Dad is in the car,

driving miles and miles.

Grandma’s in the garden,

planting corn and peas.

Grandpa’s in the kitchen,

eating bread and cheese.

Big sister Cassie hears him

and gets on her phone.

“You have to come and help!

Little Ronny’s on his own.”

12
She phones:

Mum in the office,

typing up her files.

Dad in the car,

driving miles and miles.

Grandma in the garden,

planting corn and peas.

Grandpa in the kitchen,

eating bread and cheese.

All the family runs and comes

to Ronny and the tree.

“I’m really OK,” says Ronny.

“I’ve only hurt my knee!”

Sooooo …

Mum goes back to the office,

typing up her files.

Dad goes back to his car,

driving miles and miles.

Grandma goes back to the garden,

planting corn and peas.

Grandpa goes back to the kitchen,

but there’s no more bread and cheese! Oh NO!

13
 Help find Ronny!

Follow the lines.

For practitioners

Revisit the characters from the story song. Children follow the lines through the maze to get the

family members to Ronny. In pairs, children act out the story song, each playing a different character.

14
Who is being kind?

Circle.

For practitioners

Ask children to look at the picture and talk about what they see. Can they find anyone being

kind? Encourage them to explain their answer. They find and circle the children who are

being kind. Next ask them what the children who are not being kind should do differently?

15
 Are you kind to your friends?

Tick ✔ .

Do you share your toys? Do you help your friends?

Do you listen to your friends? Are you kind to your friends?

I am a good friend!

For practitioners

✓) or cross
Ask each question in the activity. Children tick inside the box if they do each thing (

✗) inside the box if they do not. Talk about what to do when other children are not kind e.g. do
(

not share toys. Children colour the heart. Congratulate children on being kind of their friends.

16
What are they?

Match and say.

For practitioners

Look at the pictures together. The pictures represent different things from this topic.

Children match the pictures to the silhouettes. Use the pictures to discuss the various themes from previous weeks.

17
 Block 2
Home and buildings

Look at the town!

Choose stickers and say.

18
 I’m in town.

Look up and down!

For practitioners

Look at the picture together and discuss the buildings and people. Show the stickers. Discuss with children where

the stickers go on the page. Children stick the matching pictures in place. Ask children What do you think this

building is used for? Who do you recognise from our community? Encourage children to find Gemi in the picture.

19
 Can you spot the difference?

Spot the difference.

Find 8 things and circle them.

Picture 1

Picture 2

For practitioners

Look at Picture 1 and talk about the objects in the bedroom. Ask What is different in Picture 2?

Demonstrate circling one thing that changes. Children find the differences and circle them.

Talk about the new objects. Ask What is it? What colour is it? Does anything have a different pattern?

What do you think it feels like?

20
How loud are the sounds?

Match.

very loud loud quiet very quiet

For practitioners

Ensure children understand the differences in volume shown on the sound meter. Point to the

objects and discuss their sounds. Encourage children to make the sounds for themselves using their

mouths. Explain that no answer is right or wrong. Children match the sound of each object to its

volume level. They can match to the same sound level more than once. Discuss their answers.

21
 My room

Draw and colour.

22
For practitioners

Children draw their bedrooms – real-life or their fantasy bedroom. Children can use

the items around the box for inspiration. Pair up the children and encourage them

to share their bedrooms and discuss what they like about each other’s drawings.

23
 Three Little Macaques

Read.

Once upon a time, there were three little macaques:

Dilly, Billy and Tilly.

“I’m tired of this rain,” said Dilly. “I’m going to build

a house.”

“I’m going to build a house too,” said Billy.

“I’m going to build a house too,” said Tilly.

“No,” said Dilly and Billy. “You’re too small!”

Dilly built his house with grass and string. He built it

quickly but it wasn’t very strong.

Along came the very hungry leopard.

He knocked on the door: Knock! Knock! Knock!

“Who’s there?” asked Dilly.

“Open the door and let me in!” growled the leopard.

“Not by the hair of my chinny chin chin!” said Dilly.

“Well, I’ll huff and I’ll puff and I’ll bloooooow the

house in,” said the leopard.

He huffed and he puffed and he blew the house in.

So Dilly ran to Billy’s house.

24
Billy built his house with skinny sticks and clay. He started

well but then he got bored. The sticks were jumbled and

the clay dripped down.

“The hungry leopard is coming!” cried Dilly.

“Come in quickly,” said Billy.

Along came the very hungry leopard.

He knocked on the door: Knock! Knock! Knock!

“Who’s there?” asked Billy.

“Open the door and let me in!” growled the leopard.

“Not by the hair of my chinny chin chin!” shouted Dilly.

“Well, I’ll huff and I’ll puff and I’ll bloooooow the

house in,” said the leopard.

He huffed and he puffed and he blew the house in.

So Dilly and Billy ran to Tilly’s house.

Tilly didn’t listen to her brothers.

She carefully built a house with wood and bricks and glass.

“The hungry leopard is coming!” cried Billy and Dilly.

“Come in,” said Tilly. “I made mango juice.”

Along came the very hungry leopard.

He knocked on the door: Knock! Knock! Knock!

“Who’s there?” asked Tilly.

“Open the door and let me in,” growled the leopard.

“Not by the hair of my chinny chin chin!” said Tilly.

“Well, I’ll huff and I’ll puff and I’ll bloooooow the

house in,” said the leopard.

He huffed and he puffed and … he couldn’t blow the

house in.

Soon the leopard was very tired and he ran away.

“My house is small but strong,” said Tilly. “More mango juice?”

“Yes, please,” said Billy. “It’s delicious.”

“Do you have any bananas to go with it?” asked Dilly.

25
 The Three Little Macaques

Look and say.

For practitioners

Look at the pictures and talk about the story. Ask What is each house made from?

Do we have anything made from the same material in our classroom?

26
27
 What uses electricity?

Choose stickers and say.

For practitioners

Children look at the items in the picture and stick a lightning bolt next to those they think use electricity.

Ask What rules do we have in school about electricity/electrical objects? Do you have any safety rules at home?

28
My building

Draw.

For practitioners

Children draw a building – real-life or fantasy. Children can use the buildings around the

box for inspiration. Pair up the children and encourage them to share their buildings and

discuss what they like about each other’s drawings. Ask What is your building made from?

29
 Where can you find them?

Choose stickers and say.

For practitioners

Explore the picture and identify the various places. Children stick the stickers where the people work.

Ask Are they similar or different to our community?

30
What’s the odd one out?

Circle.

For practitioners

Children look at the pictures. Explain the concept of the odd one out. Ask Which one doesn’t go with the others?

Children circle their choices for each row. Discuss Why is this the odd one out? What links the other things?

31
Stickers for pages 4–5
Stickers for pages 18–19
Stickers for page 28
Stickers for page 30
 Acknowledgements

The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted.

While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders.

If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.

Thanks to the following for permission to reproduce images:

p6 Adam Smigielski/GI; Dan Totilca/GI;Tetra/GI; Alexander W Helin/GI; Noctiluxx/GI;Yinyang/GI; p9 Jose Luis Pelaez/GI; p11 Peopleimages/GI;

Stockstudiox/GI; Catherine Falls Commercial/GI; Momo Productions/GI; p16 Jamie Grill/GI; Solstock/GI; Ibnjaafar/GI; kali9/GI; Peopleimages/GI;

p21 wattanaphob/GI; Isitsharp/GI; Jevtic/GI; Peter Dazeley/GI; p29 John W Banagan/GI; Adam Crowley/GI; Peter Zelei/GI; Shomos Uddin/GI;

p31 Gannet77/GI;Yevhenii Dubinko/GI; Bbsferrari/GI;Vac1/GI; Romana Chapman/GI; Stevegeer/GI; Joel-T/GI; Martin-Dm/GI

Key: GI = Getty Images

Thanks to the following artists at Beehive Illustration:

Laura Arias, Camilla Galindo, Helen Graper,Tamara Joubert, John Lund, Michelle McGovern, Nadene Neude, Claire Philpott, Jan Smith.

Cover characters by Becky Davies (The Bright Agency)

32
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