EYFS: Listen and Play - The House of the Bears

Cat Sandion with more songs, rhymes and listening games. The story is ‘Goldilocks and the Three Bears’ and the song is 'When Goldilocks went to the house of the bears'.

Suggestions for use in the classroom

Listening for individual sounds
Listen all around: woodland sounds.
Individual sounds: wind in the trees, birds singing, bears growling, crunching footsteps.
Encourage ‘good listening’ for individual sounds and joining in with growls. Cat invites the listeners to guess the sounds.

Rhyme/song
When Goldilocks went to the house of the bears, (draw a house shape)
Oh what did her two eyes see? (point to eyes)
A bowl that was huge, a bowl that was small,
(arms wide apart, bring hands together)
A bowl that was tiny, and that was all, (make a tiny shape with fingers, then open hands palms up)
She counted them 1, 2, 3. (show, 1, 2, 3 fingers)

When Goldilocks went to the house of the bears,
Oh what did her two eyes see?
A chair that was huge, a chair that was small,
A chair that was tiny, and that was all,
She counted them 1, 2, 3.

When Goldilocks went to the house of the bears,
Oh what did her two eyes see?
A bed that was huge, a bed that was small,
A bed that was tiny, and that was all,
She counted them 1, 2, 3.

When Goldilocks ran from the house of the bears,
Oh what did her two eyes see?
A bear that was huge, a bear that was small,
A bear that was tiny, and that was all,
They growled at her, Grrr, grrr, grrrrrrrr!

You can mime or sign actions to the words with wide, medium and tiny movements to indicate large, medium, small bowls, chairs and beds.

On a subsequent listening (or your own singing) help children to act it out:
1: tramping through the woods in time to the rhythm
2: chasing / Goldilocks (running) in time to the rhythm

Story - 'Goldilocks and the Three Bears'
Once upon a woodland time... To hold attention, show pictures, puppets or toys to represent Goldilocks and the bears, bowls, chairs, beds etc. On second listening, encourage the children to join in with the refrains 'Who’s been eating my porridge'. Once the story is familiar, you could make simple masks for children to act it out.

Follow-up ideas

  • Create a Three Bears-themed role play area (if possible both indoors and out) and supply props and pictures to provide a visual support for core language.
  • Consolidate key vocabulary e.g. the vocabulary of size and positional language.
  • Sequence and sort resources by size, matching bears, bowls, spoons, chairs, beds, counting 1,2,3 (and beyond).
  • Can you make a bed for Baby Bear? Mummy Bear? Daddy Bear?
  • Hot seat Goldilocks. Why did you go into the bear’s house? Why did you eat the porridge? How did you feel when the chair broke?
  • Make some porridge. Make some honey sandwiches.
  • Outdoor focus: Create a wild flower area to encourage bees and other pollinators. Discuss caring for the environment.

See the Teachers' Notes (pdf) below for more suggestions.

Download Teacher's Notes (pdf)
document
Download this episode (mp3)
audio
Song video: 'When Goldilocks went to the house of the bears'

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