Consulting Editor:

C
am
br
id
ge
U
ni
ve
rs
ity
Pr
ess
Contents

Click on a book name to go directly to that book

Literacy Skillbook

s
es
Numeracy Skillbook

Pr
i ty
rs
Awareness Skillbook
ve
ni
U
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Art and Craft Skillbook

id
br
am

Rhymes Book
C

Flash Cards
 My First Steps
y
with
c
i t
ra ok
e bo Cambridge
L ill
Sk
Consulting Editor: Sonali Nadkarni
Nursery

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

This book belongs to:

University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/5555550143315
© Cambridge University Press 2019

s
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,

es
no reproduction of any part may take place without the written
permission of Cambridge University Press.

Pr
First published 2019
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ity
Printed in India by Officenow India Private Limited., Haryana-131208 rs
ISBN 555-5-550-14331-5
ve
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
ni

accurate or appropriate. Information regarding prices, travel timetables, and other

factual information given in this work is correct at the time of first printing but
U

Cambridge University Press does not guarantee the accuracy of such information
thereafter.
ge

NOTICE TO TEACHERS
id

The photocopy masters in this publication may be photocopied or distributed

[electronically] free of charge for classroom use within the school or institution that
br

purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
am

any way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in this
C

book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.
Introduction
My First Steps with Cambridge is a three-level, comprehensive and holistic course for
pre-primary learners. This easy-to-use, multi-skills course has been designed keeping in
mind the holistic development of preschoolers. It includes literacy, numeracy, general
awareness, and art and craft. Special focus has been given to the development of social,
emotional and cognitive skills in students during their formative years.
The program has multiple learning formats, in the form of skillbooks, workbooks, readers,

s
es
flash cards and posters, and digital support to ensure effective stimulation and learning.

Pr
My First Steps with Cambridge focuses on developing the following skills:

ity
• Pre-LSRW: Develops readiness for LSRW skills rs
• Cognitive Development: Develops logical and critical thinking skills
ve
• Vocabulary Building: Develops language and literacy skills at early childhood level.
ni

Activities based on conversation, interactions, stories, and rhymes help the child to
U

learn new words.

ge

• Visual Discrimination: Develops the ability to distinguish between shapes, patterns,

letters, colours, and sizes
id

• Motor Development: Develops coordination of small muscle movements by performing

br

various activities such as writing between lines, drawing and colouring. It also helps to
am

develop hand-eye coordination of the child.

C

• Socio-emotional Development: Helps manage one’s emotions, express feelings and also
encourages positive interaction
• Creative Development: Develops an appreciation for colours and aesthetics

Literacy Skillbook introduces the learners to the letters of the English Alphabet, leading
them onto the path of vocabulary-building and reading readiness. Sticker activities
make revision of the concepts fun and interesting. The Learning Analysis Chart provides
a comprehensive analysis and evaluation of learning. The workbook accompanying the
skillbook seeks to reinforce the concepts learnt through extensive practice worksheets.
 Contents
C
am
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ge
U
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ve
rs
ity
Pr
es
s
 C
am
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ni
Alphabet Chart

ve
rs
ity
Pr
es
s

11
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

2
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

3
Practice
Circle the letters A . Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

4
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

5
Practice
Trace the letters with your finger. Trace

B rs
ity
Pr
es
s
ve
ni
U
ge
id
br
am
C

6
Practice
Colour the circles with letters B b. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

7
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

8
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

9
Practice
Circle the letters C c. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

10
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

11
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

12
Practice
Circle the letters D d. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

13
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

14
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

15
Practice
Circle the letters E e. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

16
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

17
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

18
Practice
Colour the fish with letters F f. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

19
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

20
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

21
Practice
Circle the letters G g. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

22
Letter

Look and say aloud.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

23
Practice
Trace the letters with your finger. Trace

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

24
Practice
Colour the hats with letters H h. Find

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

25
Sticker Activity
Match and paste the stickers of small letters.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

26
 My First Steps
c y with
a
er ok
u m bo
N ill
Cambridge
Sk
Consulting Editor: Sonali Nadkarni
Nursery

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

This book belongs to:

University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/5555550143346
© Cambridge University Press 2019
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,

s
no reproduction of any part may take place without the written

es
permission of Cambridge University Press.
First published 2019

Pr
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ity
Printed in India by Officenow India Private Limited., Haryana-131208
ISBN 555-5-550-14334-6 rs
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
ve
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
ni

factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
U

thereafter.
ge

NOTICE TO TEACHERS
The photocopy masters in this publication may be photocopied or distributed
[electronically] free of charge for classroom use within the school or institution that
id

purchased the publication. Worksheets and copies of them remain in the copyright
br

of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.
am

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
C

acknowledgement in future editions of the book.

Introduction
My First Steps with Cambridge is a three-level, comprehensive and holistic course for
pre-primary learners. This easy-to-use, multi-skills course has been designed keeping in
mind the holistic development of preschoolers. It includes literacy, numeracy, general
awareness, and art and craft. Special focus has been given to the development of social,
emotional and cognitive skills in students during their formative years.
The program has multiple learning formats, in the form of skillbooks, workbooks, readers,

s
flash cards and posters, and digital support to ensure effective stimulation and learning.

es
My First Steps with Cambridge focuses on developing the following skills:

Pr
• Pre-LSRW: Develops readiness for LSRW skills

ity
• Cognitive Development: Develops logical and critical thinking skills
rs
• Vocabulary Building: Develops language and literacy skills at early childhood level.
ve

Activities based on conversation, interactions, stories, and rhymes help the child to learn
ni

new words.
U

• Visual Discrimination: Develops the ability to distinguish between shapes, patterns,

ge

letters, colours, and sizes

id

• Motor Development: Develops coordination of small muscle movements by performing

br

various activities such as writing between lines, drawing and colouring. It also helps to
am

develop hand-eye coordination of the child.

• Socio-emotional Development: Helps manage one’s emotions, express feelings and also
C

encourages positive interaction

• Creative Development: Develops an appreciation for colours and aesthetics

Numeracy Skillbook introduces the learner to the world of numbers through engaging
activities. Pre-number concepts are also dealt with in this book. Shapes and patterns makes
the learner more discerning and aware of the environment. Extensive tracing practice
worksheets develop fine motor and pre-writing skills.
Sticker activities make revision of the concepts fun and interesting. The Learning Analysis
Chart provides a comprehensive analysis and evaluation of the child’s learning. The
workbook accompanying the skillbook seeks to reinforce the concepts learnt through
extensive practice worksheets.
Contents
1. Same and Different . . . . . . . . . . .1 30. Fun Time . . . . . . . . . . . . . . . . . . . . 31
2. Light and Heavy. . . . . . . . . . . . . . .2 31. Practice . . . . . . . . . . . . . . . . .32–33
3. Big and Small . . . . . . . . . . . . . . . . .3 32. Math Maze . . . . . . . . . . . . . . . . . . 34
4. Tall and Short . . . . . . . . . . . . . . . . .4 33. Practice . . . . . . . . . . . . . . . . . . . . 35
5. Long and Short. . . . . . . . . . . . . . . .5 34. Sticker Activity . . . . . . . . . . . . . 36
6. More and Less . . . . . . . . . . . . . . . . .6 35. Talk Time . . . . . . . . . . . . . . . . . . . 37
7. Practice . . . . . . . . . . . . . . . . . . . . . .7 36. Eleven 11 . . . . . . . . . . . . . . . . . . . 38

s
es
8. One I. . . . . . . . . . . . . . . . . . . . . . . . . .8 37. Twelve 12 . . . . . . . . . . . . . . . . . . . 39

Pr
9. Practice . . . . . . . . . . . . . . . . . . . . . .9 38. Thirteen 13 . . . . . . . . . . . . . . . . . 40
10. Two 2 . . . . . . . . . . . . . . . . . . . . . . . 10 39. Fourteen 1 . . . . . . . . . . . . . . . . 41

ity
11. Practice . . . . . . . . . . . . . . . . . . . . 11 40.
rs Fifteen 15 . . . . . . . . . . . . . . . . . . 42
12. Three 3 . . . . . . . . . . . . . . . . . . . . . 12 41. Sixteen 16 . . . . . . . . . . . . . . . . . . 43
ve
13. Practice . . . . . . . . . . . . . . . . . . . . 13 42. Seventeen 17 . . . . . . . . . . . . . . . 44
ni

14. Four . . . . . . . . . . . . . . . . . . . . . . 14 43. Eighteen 18. . . . . . . . . . . . . . . . . 45

U

15. Practice . . . . . . . . . . . . . . . . . . . . 15 44. Nineteen 1 . . . . . . . . . . . . . . . . . 46

16. Five 5 . . . . . . . . . . . . . . . . . . . . . . . 16 45. Twenty 20 . . . . . . . . . . . . . . . . . . 47
ge

17. Practice . . . . . . . . . . . . . . . . .17–18 46. Practice . . . . . . . . . . . . . . . . . . . . 48

id

18. Six 6 . . . . . . . . . . . . . . . . . . . . . . . . 19 47. Fun Time . . . . . . . . . . . . . . . . . . . . 49

br

19. Practice . . . . . . . . . . . . . . . . . . . . 20 48. Shapes . . . . . . . . . . . . . . . . . . . . . . 50

am

20. Seven 7 . . . . . . . . . . . . . . . . . . . . . 21 49. Circle . . . . . . . . . . . . . . . . . . . . . . . 51

21. Practice . . . . . . . . . . . . . . . . . . . . 22 50. Square . . . . . . . . . . . . . . . . . . . . . . 52
C

22. Eight 8 . . . . . . . . . . . . . . . . . . . . . 23 51. Practice . . . . . . . . . . . . . . . . . . . . 53

23. Practice . . . . . . . . . . . . . . . . . . . . 24 52. Triangle . . . . . . . . . . . . . . . . . . . . 54
24. Nine . . . . . . . . . . . . . . . . . . . . . . . 25 53. Rectangle. . . . . . . . . . . . . . . . . . . 55
25. Practice . . . . . . . . . . . . . . . . . . . . 26 54. Practice . . . . . . . . . . . . . . . . .56–57
26. Zero 0 . . . . . . . . . . . . . . . . . . . . . . 27 55. Sticker Activity . . . . . . . . . . . . . 58
27. Practice . . . . . . . . . . . . . . . . . . . . 28 56. Practice . . . . . . . . . . . . . . . . . . . . 59
28. Ten 10 . . . . . . . . . . . . . . . . . . . . . . 29 57. Learning Analysis Chart . . . . . 60
29. Practice . . . . . . . . . . . . . . . . . . . . 30
Same and Different

s
es
Pr
ity
rs
s me different
ve

Circle the same picture in each set.

ni
U
ge
id
br
am
C

1
Light and Heavy
light

he vy

s
es
Pr
Tick the light thing.
ity
rs
ve
ni
U
ge
id
br

Colour the heavy thing.

am
C

2
Big and Small

s
es
big sm ll

Pr
Tick the small animal.
ity
rs
ve
ni
U
ge
id
br
am

Colour the big one.

C

3
Tall and Short

t ll short

s
es
Pr
Tick the tall animal.
ity
rs
ve
ni
U
ge
id
br
am

Colour the short tree.

C

4
Long and Short
long short

s
es
Tick the girl with long hair.

Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Colour the short pencil.

5
More and Less

s
es
more less

Pr
Tick the box with less balloons.
ity
rs
ve
ni
U
ge
id
br
am
C

Colour the set with more pencils.

6
Practice
Circle the jar with more candies.

s
es
Pr
Tick the box with less books.
ity
rs
ve
ni
U
ge
id
br
am

Colour the picture with more fruits.

C

7
One I
Trace

1
Look and say aloud. Trace with your finger.

s
es
Pr
one frogity
rs
ve
ni
U
ge
id
br
am
C

8
Practice
Circle the number 1.

1 1
3
7 5 1

s
1

es
6 2

Pr
1 ity 3 1
1
rs
8
ve
ni
U

Colour the fish.

ge
id
br
am
C

9
Two 2
Trace

2
Look and say aloud. Trace with your finger.

s
es
Pr
ity
two turtles
rs
ve
ni
U
ge
id
br
am
C

10
Practice
Circle the set with 2 apples.

s
es
Pr
ity
rs
ve
ni
U
ge

Colour the 2 ducks.

id
br
am
C

11
Three 3
Trace

3
Look and say aloud. Trace with your finger.

s
es
Pr
ity
three ducks
rs
ve
ni
U
ge
id
br
am
C

12
Practice
Circle the number 3.

1 1 3
3 3

s
es
2 3 2 3
2
Pr
1 rs
ity
3 3 1
ve

3 1
ni
U
ge

Colour the 3 butterflies.

id
br
am
C

13
Four
Trace
Look and say aloud. Trace with your finger.

s
es
Pr
ity
four fl mingos
rs
ve
ni
U
ge
id
br
am
C

14
Practice
Circle the number .

1 2
3
2 3 2

s
1

es
Pr
3 ity 3
rs
2
ve
ni
U
ge

Colour the kites.

id
br
am
C

15
 My First Steps
e ss with
n k
a
e
r oo Cambridge
Aw killb
S
Consulting Editor: Sonali Nadkarni

Nursery

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

This book belongs to:

__________________
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/5555550143360
© Cambridge University Press 2019
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,

s
no reproduction of any part may take place without the written

es
permission of Cambridge University Press.
First published 2019

Pr
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ity
Printed in India by Officenow India Private Limited., Haryana-131208
ISBN 555-5-550-14336-0 rs
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
ve
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
ni

factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
U

thereafter.
ge

NOTICE TO TEACHERS
The photocopy masters in this publication may be photocopied or distributed
[electronically] free of charge for classroom use within the school or institution that
id

purchased the publication. Worksheets and copies of them remain in the copyright
br

of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.
am

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
C

acknowledgement in future editions of the book.

Introduction
My First Steps with Cambridge is a three-level, comprehensive and holistic course for pre-primary
learners. This easy-to-use, multi-skills course has been designed keeping in mind the holistic
development of preschoolers. It includes literacy, numeracy, general awareness, and art and craft.
Special focus has been given to the development of social, emotional and cognitive skills in students
during their formative years.
The program has multiple learning formats, in the form of skillbooks, workbooks, readers, flash cards

s
es
and posters, and digital support to ensure effective stimulation and learning.

Pr
My First Steps with Cambridge focuses on developing the following skills:

ity
• Pre-LSRW: Develops readiness for LSRW skills rs
• Cognitive Development: Develops logical and critical thinking skills
ve

• Vocabulary Building: Develops language and literacy skills at early childhood level. Activities
ni

based on conversation, interactions, stories, and rhymes help the child to learn new words.
U

• Visual Discrimination: Develops the ability to distinguish between shapes, patterns, letters,
ge

colours, and sizes

id

• Motor Development: Develops coordination of small muscle movements by performing various

br

activities such as writing between lines, drawing and colouring. It also helps to develop hand-eye
am

coordination of the child.

C

• Socio-emotional Development: Helps manage one’s emotions, express feelings and also
encourages positive interaction
• Creative Development: Develops an appreciation for colours and aesthetics
Awareness Skillbook familiarises the child with his/her immediate surroundings and with the wider
environment. Sticker activities make revision of the concepts fun and interesting. The Learning
Analysis Chart provides a comprehensive analysis and evaluation of the child’s learning.
Contents

1. Myself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 29. Red . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

2. My Body. . . . . . . . . . . . . . . . . . . . . . . . . . 2–3 30. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3. Practice . . . . . . . . . . . . . . . . . . . . . . . . . 4–6 31. Blue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
4. Body Movements . . . . . . . . . . . . . . . . . . .7 32. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5. Practice . . . . . . . . . . . . . . . . . . . . . . . . . 8–9 33. Clean Habits . . . . . . . . . . . . . . . . . . . . . . 37

s
6. Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 34. Good Habits . . . . . . . . . . . . . . . . . . . . . . . 38

es
7. Today I am Feeling . . . . . . . . . . . . . . . . 11 35. Sticker Activity . . . . . . . . . . . . . . . . . . . . 39

Pr
8. My Family . . . . . . . . . . . . . . . . . . . . . . . . . 12 36. Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

ity
9. My Family Members . . . . . . . . . . . . . . . 13 37. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 41
10. My Home . . . . . . . . . . . . . . . . . . . . . . . . . . 14 38. Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
rs
11. My School . . . . . . . . . . . . . . . . . . . . . . . . . 15 39. Flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
ve

12. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 16 40. Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

ni

13. Wild Animals . . . . . . . . . . . . . . . . . . . . . . 17 41. Fruits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

U

14. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 18 42. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 46

ge

15. Domestic Animals. . . . . . . . . . . . . . . . . 19 43. Vegetables . . . . . . . . . . . . . . . . . . . . . . . 47

44. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 48
id

16. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 20

br

17. Pet Animals . . . . . . . . . . . . . . . . . . . . . . . 21 45. Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

18. Water Animals . . . . . . . . . . . . . . . . . . . . 22 46. Vehicles . . . . . . . . . . . . . . . . . . . . . . . 50–51
am

19. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 23 47. Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

C

20. Talk Time . . . . . . . . . . . . . . . . . . . . . . . . . . 24 48. Summer Season . . . . . . . . . . . . . . . . . . . 53

21. Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 49. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 54
22. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 26 50. Rainy Season . . . . . . . . . . . . . . . . . . . . . . 55
23. Insects . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 51. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 56
24. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 28 52. Winter Season . . . . . . . . . . . . . . . . . . . . 57
25. Yellow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 53. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 58
26. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 30 54. Sticker Activity . . . . . . . . . . . . . . . . . . . . 59
27. Green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 55. Learning Analysis Chart. . . . . . . . . . . 60
28. Fun Time . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Myself
This is Me!

s
es
Pr
P ste your photo here.
Wh t is your n me?
ity
__________________________ rs
ve
ni
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Colour the birthday cake.

ge
id
br
am
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How old re you?

__________________________

1
My Body
Parts of the Body
he d
eye Let's sing long

s
nose

es
Pr
He d, shoulders,
e r
knees nd toes,
mouth
ity
rs
knees nd toes.
ve

shoulder
ni

He d, shoulders,
U
ge

knees nd toes,
id

fin er knees nd toes,

br

h nd
am

And eyes nd e rs
C

And mouth nd nose!

knee He d, shoulders,
knees nd toes,
knees nd toes!

toe
2
My Body

s
We smell with

es
our nose.

Pr
ity
rs
ve
ni
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We see with
ge

our eyes.
id
br
am
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We e t with
our mouth.

We he r with
our e rs.
3
Practice
Match the pictures to the correct parts of the body.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

4
Practice
Circle the things you like to eat.

s
es
Pr
ity
rs
ve
ni
U
ge
id

Tick the things that are soft to touch.

br
am
C

5
Practice
Circle the sounds you like to hear.

s
es
Pr
ity
rs
ve
ni
U
ge
id

Tick the things you like to smell.

br
am
C

6
Body Movements

s
es
write

Pr
ity e t
rs
ve
ni

w lk
U
ge
id
br
am

d nce
C

sit

run

jump
7
Practice
Circle the activities you do with the given body parts.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

8
Practice
Tick the actions you can do.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

9
Feelings
I can feel

s
es
Pr
ity
rs
h ppy s d
ve
ni
U
ge
id
br
am
C

n ry

sleepy sc red

10
Today I am Feeling
How are you feeling today? Draw your mood in the circle.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

11
My Family
This is my family.

s
es
Pr
ity
rs
ve
ni
U
ge

Paste a photo of your family.

id
br
am
C

12
My Family Members
I love my family!
Tick the family members you live with.
f ther
unt

s
mother

es
uncle

Pr
ity
rs
r ndmother
ve
ni
U
ge
id
br
am
C

brother cousin

r ndf ther sister

13
My Home

bedroom b throom

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
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kitchen dinin room livin room

14
My School

s
es
Pr
ity
rs
ve
ni

cl ssroom
U

computer
ge

room
id
br
am
C

libr ry

pl y round w shroom
15
Fun Time
Colour only the objects that you carry to school.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

16
Wild Animals
Some animals live in forests.

s
es
Pr
monkey
fox ity
rs
ve
ni

ir ffe
U
ge
id
br
am
C

ti er zebr
sn ke

eleph nt 17
lion
Fun Time
Match the animals with their shadows.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

18
Domestic Animals
Some animals live around us.

s
es
Pr
ity
rs
horse
ve
donkey
ni
U
ge
id
br
am

o t
C

sheep

cow hen
19
Fun Time
Colour the animals. Name them.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br

Which nimal is wild nd

am

which is domestic?
C

20
 My First Steps
ok ft
bo ra with
ill C
S k nd

Cambridge
ta
Ar

Consulting Editor: Sonali Nadkarni

Nursery

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

This book belongs to:

________________________
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/5555550143377
© Cambridge University Press 2019
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,

s
no reproduction of any part may take place without the written

es
permission of Cambridge University Press.
First published 2019

Pr
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ity
Printed in India by
ISBN 555-5-550-14337-7 rs
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
ve
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
ni

factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
U

thereafter.
ge

notice to teachers
The photocopy masters in this publication may be photocopied or distributed
[electronically] free of charge for classroom use within the school or institution that
id

purchased the publication. Worksheets and copies of them remain in the copyright
br

of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.
am

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
C

acknowledgement in future editions of the book.

 Introduction

My First Steps with Cambridge is a three-level, comprehensive and holistic course for pre-primary
learners. This easy-to-use, multi-skills course has been designed keeping in mind the holistic
development of preschoolers. It includes literacy, numeracy, general awareness, and art and craft.
Special focus has been given to the development of social, emotional and cognitive skills in students
during their formative years.

s
es
The program has multiple learning formats, in the form of skillbooks, workbooks, readers, flash cards

Pr
and posters, and digital support to ensure effective stimulation and learning.

ity
My First Steps with Cambridge focuses on developing the following skills:
rs
• Pre-LSRW: Develops readiness for LSRW skills
ve

• Cognitive Development: Develops logical and critical thinking skills

ni
U

• Vocabulary Building: Develops language and literacy skills at early childhood level. Activities
based on conversation, interactions, stories, and rhymes help the child to learn new words.
ge

• Visual Discrimination: Develops the ability to distinguish between shapes, patterns, letters,
id

colours, and sizes

br
am

• Motor Development: Develops coordination of small muscle movements by performing various

activities such as writing between lines, drawing and colouring. It also helps to develop hand-eye
C

coordination of the child.

• Socio-emotional Development: Helps manage one’s emotions, express feelings and also
encourages positive interaction
• Creative Development: Develops an appreciation for colours and aesthetics
The Art and Craft Skillbook encourages the child to learn about objects, events and ideas through
activities like drawing, colouring, painting, printing and origami. Wide range of activities in the book
provide opportunities to exercise fine motor skills which is an important pre-writing skill. Art and
Craft Skillbook fosters a sense of creative and aesthetic appreciation in the minds of young learners.
Contents

1. Colour – Flowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Colour – Fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3. Paint and Print – Palm Printing . . . . . . . . . . . . . . . . 3
4. Paint and Print – Thumb Printing . . . . . . . . . . . . . . 5

s
es
5. Colour – Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Pr
6. Colour – Butterflies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
ity
rs
7. Paint and Print – Thread Printing . . . . . . . . . . . . . . 9
ve

8. Trace and Colour . . . . . . . . . . . . . . . . . . . . . . . . . .11–12

ni
U

9. Paint and Print – Spray Printing . . . . . . . . . . . . . .13

ge

10. Paint and Print – Finger Printing. . . . . . . . . . . . . .15

id
br

11. Paste – Red Marble Paper Pasting . . . . . . . . . . . . .17

am

12. Paint and Print – Vegetable Printing . . . . . . . . . .19

C

13. Paste – Green Marble Paper Pasting . . . . . . . . . .21

14. Paper Folding – Cat Face . . . . . . . . . . . . . . . . . . . . . .23
15. Paper Folding – Fan . . . . . . . . . . . . . . . . . . . . . . . . . . .24
16. Paint and Print – Leaf Printing . . . . . . . . . . . . . . . .25
17. Paper Folding – Dog Face. . . . . . . . . . . . . . . . . . . . . .27
18. Paste – Cotton Ball Pasting . . . . . . . . . . . . . . . . . . .28
 C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Colour

1
2
Colour

C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
 Paint and Print
Palm Printing

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Help the students paint their

palms in yellow paint and make a
print as shown.
3
My Doodle Page
Doodle anything you like.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

4
 Paint and Print
Thumb Printing

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

Help the students paint their thumbs

with different colours and make a
print as shown.
5
My Doodle Page
Doodle anything you like.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

6
 C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Colour

7
 es
My First Steps
y m k with
Rh B o o Cambridge
Consulting Editor: Sonali Nadkarni
Nursery

s
es
Pr
ty
si
er
v
ni
U
ge
id
br
am
C

This book belongs to:

________________________
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/5555550143339
© Cambridge University Press 2019

s
This publication is in copyright. Subject to statutory exception

es
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written

Pr
permission of Cambridge University Press.
First published 2019

ty
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 si
Printed in India by Officenow India Private Limited., Haryana-131208
er
ISBN 555-5-550-14333-9
v
ni

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
U

and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
ge

factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
id

thereafter.
br

NOTICE TO TEACHERS
am

The photocopy masters in this publication may be photocopied or distributed

[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
C

of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.
Introduction
My First Steps with Cambridge is a three-level, comprehensive and holistic course
for pre-primary learners. This easy-to-use, multi-skills course has been designed
keeping in mind the holistic development of preschoolers. It includes literacy,
numeracy, general awareness, and art and craft. Special focus has been given to
the development of social, emotional and cognitive skills in students during their
formative years.
The program has multiple learning formats, in the form of skillbooks, workbooks,

s
readers, flash cards and posters, and digital support to ensure effective stimulation

es
and learning.

Pr
My First Steps with Cambridge focuses on developing the following skills:
ity
rs
• Pre-LSRW: Develops readiness for LSRW skills
ve

• Cognitive Development: Develops logical and critical thinking skills

ni

• Vocabulary Building: Develops language and literacy skills at early childhood

U

level. Activities based on conversation, interactions, stories, and rhymes help the
ge

child to learn new words.

id

• Visual Discrimination: Develops the ability to distinguish between shapes,

br
am

patterns, letters, colours, and sizes

• Motor Development: Develops coordination of small muscle movements by
C

performing various activities such as writing between lines, drawing and

colouring. It also helps to develop hand-eye coordination of the child.
• Socio-emotional Development: Helps manage one’s emotions, express feelings
and also encourages positive interaction
• Creative Development: Develops an appreciation for colours and aesthetics
Nursery rhymes are a child’s first experience with words. When actions are linked to
words in nursery rhymes, it helps in developing an interest in music and also boosts
motor skills, expressions, intonation, attention span, etc.
Contents
1. Twinkle, Twinkle . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Johnny, Johnny . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3. Roses are Red . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
4. Hickory, Dickory, Dock . . . . . . . . . . . . . . . . . 4–5
5. Jack and Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
6. Humpty Dumpty. . . . . . . . . . . . . . . . . . . . . . . . . 7
7. Baa Baa Black Sheep . . . . . . . . . . . . . . . . . . . . . 8

s
es
8. Pussycat, Pussycat. . . . . . . . . . . . . . . . . . . . . . . 9

Pr
9. Ding Dong Bell. . . . . . . . . . . . . . . . . . . . . . 10–11
10. Teddy Bear, Teddy Bear . . . . . . . . . . . . . . . . . 12
11. ity
Bits of Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
rs
12. Traffic Lights. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
ve

13. Ice Cream, Ice Cream . . . . . . . . . . . . . . . . . . . 15

ni
U

14. Clean-Up Song . . . . . . . . . . . . . . . . . . . . . . . . . . 16

15. Popcorn, Popcorn . . . . . . . . . . . . . . . . . . . . . . . 17
ge

16. Yankee Doodle… . . . . . . . . . . . . . . . . . . . . . . . 18

id

17. To Market, To Market… . . . . . . . . . . . . . . . . . 19

br

18. Rain, Rain Go Away . . . . . . . . . . . . . . . . . . . . . 20

am

19. The Elephant is So Big . . . . . . . . . . . . . . . . . . 21

C

20. The Right Hand, Left Hand Song . . . . 22–23

21. I Can See . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
22. I Have a Little Nose. . . . . . . . . . . . . . . . . . . . . . 25
23. Two Little Hands . . . . . . . . . . . . . . . . . . . . . . . . 26
24. One, Two, Buckle My Shoe . . . . . . . . . . . . . . . 27
25. Two Little Dicky Birds . . . . . . . . . . . . . . . . . . . 28
1 Twinkle, Twinkle
Twinkle, twinkle, little star,
How I wonder what you are?
Up above the world so high,
Like a diamond in the sky!

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

1
2 Johnny, Johnny
Johnny, Johnny,
Yes Papa.
Eating sugar?
No Papa.
Telling lies?

s
No Papa.

es
Pr
Open your mouth.
Ha, Ha, Ha! ity
rs
ve
ni
U
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id
br
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2
33 Roses Are Red
Roses are red and sunflowers yellow,
The lotus that smiles in the pond below,
The little white jasmine nods at me,
But the best I like is the pink lily!

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

3
44 Hickory, Dickory, Dock
Hickory, dickory, dock,
The mouse ran up the clock.
The clock struck one,
The mouse ran down,
Hickory, dickory, dock.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

4
Hickory, dickory, dock,
The mouse ran up the clock.
The clock struck two,
And down he flew,
Hickory, dickory, dock.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

5
55 Jack and Jill
Jack and Jill went up the hill,
To fetch a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

6
6 Humpty Dumpty
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall,
All the king’s horses,
And all the king’s men,
Could not put Humpty Dumpty together again.

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
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7
C
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