Bears, Families and Goldilocks

One of our school annual projects is working crosscurricular in our EFL/ ESL classes.
 So, these are some of the activities we did at school while reading Goldilocks and the Three Bears
We ..
  • made predictions. The kids looked at the cover of the book and told what they think the story would be about.
  • went on a picture walk through the book.  We didn't read the text, just looked at each picture and told what they thought is happening in each picture.
  • cololored the cover of our folder. 
  • learned that B is for bears, G is for Goldilocks. Kids cut and pasted pictures from magazines and sorted them. B /G
  • made some teddy bear cookies using this recipe. We ate some and took the rest home.
  • discussed about the different types of real bears. Polar bears, grisly bears, etc. and about  the difference between real bears and make-believe/Teddy
  • filled a Ziploc bag with Gummy Bears and estimated  the correct number of bears.
  • read different versions of the story
  • looked for information about bears. Then we compared real bears and fictional bears. We completed the chart.
  • used the vocabulary cards to review and practice vocabulary
  • used the necklace to recall the events of the story.
  • sorted the words by beginning sounds, syllables, short or long words
  • talked about the bears' family and our family
  • built up a dramatization about a family situation, I gave different roles and short role-play
  • children cut out pictures of families and sorted them in different ways and explained what they took into consideration: number of family members, those with babies, those with big kids, etc
  • sorted, patterned and graphed Gummy Bears by colour
  • made puppets with craft sticks to sequence events
  • finished the sentence Mother Bear is/has/can.......
  • learned a poem
My family

This is my family.
Let's count and see


How many people can you see?

This is my mother,

And this is my father.

This is my sister,
And this is my brother.
This is my grandfather
This is my grandmother
This is my aunt,


This is my uncle,

they are my cousins
This is my family
  • discussed about what the word family means, we named different family members and talked about family structures and how families work together and share responsibilities at home such as cleaning the house; preparing meals; picking up toys as well as they share leisure time.
  • made a list of the things the children know about families and homes
  • celebrated a Bear Day so each child brought in a stuffed bear. 
  • played just like "Simon Say" except the teacher says "Bear Says". With younger children, do not make children sit out... just say "Bear didn't say".
  • brought in their teddy bears. They talked about what kind of bear their teddy bear is. I.e. grisly, polar, brown, koala. 
  • answered the question "What color bear did you bring in?" Graph the results. Who has the biggest bear? Who has the smallest? Which one is the most unique? 
  • drawed teddy bears then talked about them. They answered some questions such as What’s your teddy bear’s name? What colour is it? Where does it sleep?...
  • learned a song
The Bear Went Over the Mountain 
Tune: For He's a Jolly Good Fellow
The bear went over the mountain,
The bear went over the mountain,
The bear went over the mountain,
To see what he could see

To see what he could see,
To see what he could see

The other side of the mountain,
The other side of the mountain,
The other side of the mountain,
Was all that he could see

Was all that he could see,
Was all that he could see,
The other side of the mountain,
Was all that he could see!



  • played "Mamma Bear Says" (Simon says) one kid is mamma bear and gave instructions such as "go into the house" "go to the kitchen" "sit down" "stand up and go into the bedroom" "pick up your clothes from the floor" "go to bed"
  • wrote "A day in Mamma Bear's Life" as the answer to "What does she do everyday?"




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