[角色游戏教案《小吃店》及反思] 中班角色游戏小吃店教案

Activity Objectives

1. To be able to use language to socialize between roles.

2, a preliminary understanding of the production steps of flatbread, willing to try to make flatbread.

3. Experience the fun of playing roles in the game.

Preparation

Knowledge preparation: with parents to visit the "snack bar", tasting, and focusing on observation, recording the chef, the waiter, the language exchange between the cashier.

Material Preparation: snack bar - increase the chef's hat headdress, apron, flatbread and so on.

Activity process I. Teachers and children to discuss the shortcomings of the last lesson:

Simulation of the sound of the phone: jingle bells ......

Teacher: the phone rings, who is calling? (Teachers pretend to answer the phone)

Teacher: Just now I received a phone call, is a snack bar customers call, she said a few days ago to eat in our snack bar, found that our store waiters are not clean up the restaurant, barbecue, lo mein eaten are not timely put away. I hope we can correct, that our waiters today how to do it?

Young: to put away the finished food in time.

Teacher: Yes, our waiters should put away the customers finished eating in time.

Second, talk about the introduction of new content.

Division: Today's snack bar guests are too much, the boss would like to ask us to go to their store to help, but he said we have to learn a skill, learn to ask us to help, let's see what we have to learn the skill. (Play flat food pictures)

Teacher: What is it?

Children: flatbread.

Teacher: the original boss is to let us learn to do flatbread ah, that the production of flatbread need what materials?

Children: flatbread skin, meat filling, chopped green onions.

Teacher: the original production of flatbread need to use so many materials, the teacher also prepared some materials, see what I prepared materials.

Teacher: We first put the meat filling and scallions together and stir, in the flat food skin, the meat filling and scallions wrapped up, our flat food is done, we can go to the snack bar to sell flat food.

Third, the requirements of the game.

Division: But want to go to the snack bar to help, the boss has a few small requirements, small ears listen carefully oh.

1, in the waiter will use "Welcome", "Thank you" and other polite language for the game interaction.

Teacher: in the help of the time our waiter to receive customers politely.

2, can reasonably use the game materials, and in the game at the right time.

Teacher: cooks can make their own flatbread to sell.

3. They can collect toys in an orderly way.

Teacher: After work, the cook and the waiter should tidy up the store together.

Teacher: The cook and the waiter have to tidy up the store together after work.

1. Focus on the process of observing children making flatbread in the flatbread store.

2. Teachers make appropriate adjustments to the children's game behavior.

3. Observe and guide the interaction between the roles in the snack bar.

V. Evaluation and analysis.

Teacher: After work, ask the staff in the store to tidy things up, let's go home together.

Division: Did you have fun today? What role did you play in the game today? Next time the game, what else can we sell in the snack bar?

Activity Reflection

The role of the game was built on the basis of the first two role-playing experience to improve, first of all, to receive a customer phone call in the form of the last game to lead to the problem, and then again to the snack bar customers are too many, the boss needs to ask the children to go to the store to help, fully aroused the interest of young children to the identity of the owner of the snack bar to put forward the requirements of the young children just easy to accept, and thus make the The children learn the new skills of wrapping flatbread, so that the children understand the basic steps of making flatbread and are willing to try their hands at making flatbread. At the beginning of the game, the teacher let the children independently choose the role they want to play, and found that the children were scrambling for the roles, and promptly guided the children to solve the problem themselves, and the children solved the scrambling by the form of rock-paper-scissors, and during the game, the children were found to be very interested in wrapping the flatbreads, and found that the children basically grasped the basic steps for wrapping the flatbreads, and the teacher interacted with them in the roles of customers and observed the children's performance of their roles during the game. The performance of the waiter can do his duty, after the customer orders food will be served to the customer, and can be timely to the customer to eat things back, organize the table, the chef is responsible for the package flatbread and cooking flatbread, in the game the children are very happy to play, and experience the joy of playing the role, through the analysis of the whole activity, the whole activity can achieve the objectives of the activity, in line with the age of the children's characteristics of the older class, so that the children in the play, learn by playing, learn by playing. The first time I saw this was when I was a kid.

However, some shortcomings were found in the game:

1. Teachers paid too much attention to the new materials, the children's various performances in the snack bar, and ignored the performances of the children in other areas (e.g., the staff in the bank, the police in the police station), and found that the staff in the bank did not organize the money well, and the bank's setup was not reasonable enough, and the bank should set up a bank card, not everyone can just get the money. Not everyone can just get money, and the police did not do their job.

2, in the packing of toys, time is too hasty, the teacher can use the loudspeaker, remind the children almost to the end of the time, let the children have a psychological preparation, in the notice of the end of the time to the children to clean up and organize.

3. Teachers can let the children themselves say the advantages and shortcomings of the game when sharing and evaluating with the children, so that the children can deepen their impression and put forward the program of improvement, which better reflects the main body of the children.

4, the teacher in the preparation of materials can be more specific image, the restaurant can be placed inside some toothpicks, paper towels, etc., more image, the bank money can be used to simulate fake money instead.