Kindergarten class game activities "snack bar" lesson plan three

(1) Children can use language to interact with the staff in the snack bar.

(2) Can use "welcome", "thank you", "welcome to come back next time" and other polite words.

2, activity preparation:

(1) Knowledge preparation: with mom and dad to the "hotel" visit, tasting, and focus on observation, recording the chef, hostess, welcoming staff, cashier language exchanges between.

(2) material preparation: snack bar - increase aprons, sleeves, hats, etc., a variety of "food"

3, guidance points:

(1) children discuss:

A, last game in the The cooks and waiters in the snack bar don't have much to do, why?

Too few customers. Guide the doll's family "mom and dad" can take the doll to the snack bar to eat snacks; "brothers and sisters" can also go to the snack bar to taste snacks.

B, there are customers to the snack bar to taste snacks, welcome, hospitality should be how to talk to customers?

(2) put forward the attention of the game

A, the parents of the doll's house should always go to the snack bar to taste snacks.

B. The greeters and hostesses will use polite words such as "welcome" and "thank you" to interact with each other in the game.

C. They can utilize play materials appropriately and use them at appropriate times during play.

(3) Children's games, teacher's guidance

A. Observe and encourage the doll's mom and dad to have more role-playing exchanges with other games.

B. Teachers as managers to make appropriate adjustments to the children's play behavior.

C. Focus on observing and instructing the interaction between the characters in the snack bar.

(4) game sharing: what did you do in the snack bar and the doll's house? Are you happy, why?

Game reflection:

In the activities of the children can actively participate in the game. He was able to play according to his role, in accordance with a certain order of the game, such as the chef will be the first to set up the stove and then placed in the corresponding position of the food one by one; the waiter will be the first to organize the table; cashier will be able to put the cash register neatly and then organize the tickets. The children were very engaged in their roles, and although there were some deficiencies in the rules of the game, I think it is more important for the children to be able to participate in the game enthusiastically and independently than to have rules imposed on them. In the process of the game I found that the children are very keen to play in their own game group, the lack of interaction with other groups such as dolls, parents are just at home to organize, coax the dolls, and rarely take the dolls to eat snacks in the snack bar; hostesses, greeters and chefs, customers, language exchanges are also less in the next game will focus on guiding the children to use the language of inter-role communication; at the same time, in the game in the game, the children can use the language of inter-role communication; at the same time, in the game, the children can participate in the game enthusiastically. At the same time in the game snack bar "chef, hostess" proposed snack bar hostesses have an apron, so that their clothes will not get dirty. The "waiter" in the store suggested that there should be some bags for the goods so that it would be more convenient for the customers to buy things. Therefore, in the next game, we will add the appropriate play materials according to the children's needs.

Part II

Our kindergarten is located in the prosperous Qishuangkou intersection of the advantages of the children in the class from time to time to visit the kindergarten around a variety of buildings, stores and so on, on the way to the children to see the kindergarten around the many Fuzhou-style snack bar "YiTuLuHua "" Lianjiang pot side "" soup dumplings "" fish balls "" and so on, these are the children love to eat food.

First, the origin of the game:

Our kindergarten is located in the busy Qifengkou intersection of the advantages of the class of children to visit the kindergarten around a variety of buildings, stores and so on, on the way to the children saw the kindergarten around the many Fuzhou-style snack bar "YiTuLaoHua" On the way, the children saw many Fuzhou-style snack shops around the kindergarten, such as "YiTuLaoHua", "LianJiang Pot Side", "Soup Dumplings", "Fish Balls" and so on, all of which are the children's favorite food. In a role game, A child processing plant rubbed fishballs, made doughnuts, happy to sell up ...... In order to meet the children's desire and interest needs, we carried out a "flavor snack bar" role games.

Second, the game predetermined the overall goal:

1, like to participate in the "snack bar", "dolls home", "to the game, can actively participate in the game and can show a happy mood.

2, according to the will to choose their favorite games and roles, and clear their role in the role of the division of labor and responsibility.

3, can more realistically reflect the snack bar chef, waiter, cashier and other personnel work.

4, the role of the doll's home will be the role of the snack bar game interaction.

5, according to the environment created by the teacher, can be a variety of snacks and game props categorized and arranged.

6, in the game evaluation can use more coherent, clear language to express their feelings about the game.

Third, the game process:

(a) the first game:

1, the activities of the target:

(1) like to participate in the "snack bar" game, can actively participate in the game, and can show a happy mood.

(2) Know the division of labor and duties in the snack bar.

2, activity preparation:

(1) experience preparation:

A, ask parents to take children to taste Fuzhou style snack bar, preliminary understanding of the types of snacks, names and so on.

B. Teachers and children with the children to visit the "old Fuzhou" snack bar, to help children understand the snack bar staffing arrangements, division of labor responsibilities.

(2) Material preparation: snack bar - store sign, stove, pots and pans, bowls, cash registers, a variety of snacks (meat, noodles, fish balls, fruit, etc.).

(3) Skills preparation: preliminary learning how to cook various snacks before the activity.

(4) Environmental preparation:

A, using the railing, small tables and other furnishings to decorate the snack bar

B, according to different store design different door signs.

3, guidance points:

(1) guide children to appreciate the "visit to the old Fuzhou" photos, to help children recall the snack bar layout and the division of labor and arrangements.

Question:

A. There are so many snack bars, which ones do you want to open?

C. How do the cooks and waiters work? D. Who are the people in the snack bar?

(2) Introduce the game materials and play

A, game materials: stove, bowl, spoon, a variety of snacks (such as meat, fishballs, fruit, etc.) C, game play:

a, the cook cooks in the kitchen according to the hostesses of the ticket out of the corresponding snacks.

b. The cook should put the cooked snacks on the spare table.

c. Customers should first go to the cashier's counter to choose the snacks they want to eat, and then buy a ticket and give it to the hostess.

d. Customers should give the ticket to the hostess and then sit at the table and wait for the snacks.

e. The waiter will give the customer's ticket to the chef and deliver the snacks to the customer's table.

(3) children's games, teacher guidance

A. Teachers to "snack bar" as the manager of the game, to help children set up "snack bar" scene.

B. Guide the children to be able to work according to the steps of the chef and the customer's dining program to play the game.

C. Remind the waiter to clean up the table and keep the table tidy.

(4) game evaluation

A, guide the children to say today in the "snack bar" game you play what role, how you work?

B, your favorite snack bar staff, why?

Observe and promote:

In the game before we have let the children to visit the "old Fuzhou" snack bar, the children of the snack bar staff arrangements and division of labor and the basic content of the work have a certain degree of understanding, so in the development of the game the children according to their own experience of the visit, with the teacher to recall the What are the staff of the snack bar, how do they work, and what is the procedure of eating? After the teacher introduced the materials and gameplay, the children were excited to start the game. In the game, the "little chef" will cook the corresponding snacks according to the requirements of their customers; "customers" will know the first to the cashier to buy a ticket, with the ticket to eat the snacks they want to eat; "entertainer" will help put the "snacks" to the "snacks". "will help the" chef "cooked snacks served to" customers "...... but in the game, young children for their roles and responsibilities are not yet very However, in the game, the children are not very clear about their roles and responsibilities, and it is easy to see that the division of labor is not clear, such as the "hostess" sometimes does not remember to serve the snacks to the "customers", and the chef sometimes runs to other snack stores to play games, etc. In the next game, we will focus on instructing the children to be more clear about the division of labor and responsibilities of the roles that they are playing. The next time the game will focus on instructing the children to be more clear about their roles and responsibilities, and to be able to more realistically show the different roles of the work situation.

(2) the second game:

1, the activities of the goal:

(1) can be more realistic to reflect the snack bar chef, hostesses, cashiers, dolls, hospitals and other people's work.

(2) According to the role they play, they can clarify their own division of labor and responsibilities.

2, the activities of the preparation:

(1) snack bar - increase the welcome staff of the ribbon, snack tickets, rags, etc.

(2) dolls' houses, hospitals, stores, cab cabs and other game props.

3, guidance points:

(1) guide the children to say the division of labor and specific duties of the people in the snack bar.

Question:

A. Can cooks from different snack bars walk into other snack bars at will?

B. What should a hostess do in a snack bar?

C. How should customers eat?

D. What are some of the things that moms and dads in a dollhouse can do at home?

(2) to put forward the attention of the game

A, clear their role in the role of where to work, what to do.

B. Children playing the role of "customer" should follow the procedure of eating in the snack bar.

(3) Children's games, teacher's guidance

A. Guide children to choose the role according to their own preferences, and can take turns to play with their peers.

B. Guide the staff of the snack bar to do the corresponding work in the corresponding position according to the role they play.

C. Encourage mothers and fathers to take care of their dolls and organize their homes.

D. Guide the children in the games of hospital, taxi cab, store and doll's house to communicate.

(4) game evaluation

A, say what the snack bar cook, hostess, cashier did in the game today? Which character do you like and why?

B. What game plot and materials do you want to add in the next game?

Observation and promotion:

Snack bar became the children's favorite and most active game. We can play according to their roles, according to a certain order, such as the chef will first set up the stove and then put the food one by one in the appropriate location; the waiter will be first to organize the table; the cashier can put the cash register neatly and then sort out the tickets. The children were very engaged in their roles, and although there were some deficiencies in the rules of the game, I think it is more important for the children to be able to participate in the game enthusiastically and independently than to have rules imposed on them. In the process of the game I found that the children are very keen to play in their own game group, the lack of interaction with other groups such as dolls, parents are just at home to organize, coax the dolls, and rarely take the dolls to eat snacks in the snack bar; hostesses, greeters and chefs, customers, language exchanges are also less in the next game will focus on guiding the children to use the language of inter-role communication; at the same time, in the game in the game, the children can use the language of inter-role communication; at the same time, in the game, the children can participate in the game enthusiastically. At the same time in the game snack bar "chef, hostess" proposed snack bar hostesses have an apron, so that their clothes will not get dirty. The "waiter" in the store suggested that there should be some bags for the goods so that it would be more convenient for the customers to buy things. Therefore, in the next game, we will add the appropriate play materials according to the children's needs.

(C) the third game:

1, the activities of the objectives:

(1) dolls at home with the parents and the staff of the snack bar can use language to carry out interactions between the roles.

(2) will use "welcome", "thank you", "welcome next time" and other polite language.

2, the activities of the preparation:

(1) knowledge preparation: with mom and dad to visit the "snack bar", tasting, and focusing on observation, recording the chef, hostesses, welcoming staff, cashier language exchanges between.

(2) material preparation: snack bar - adding aprons, sleeves, hats, etc., dolls home - sheets, quilts, food (buns, fish, etc.), money bags, etc.

3, the snack bar is a very good place to start.

3, guidance points:

(1) children discuss:

A, the last game in the snack bar chef, waiter things are not much, why?

Too few customers. Guiding the doll's house "mom and dad" can take the doll to the snack bar to eat snacks; "brothers and sisters" can also go to the snack bar to taste snacks.

B, there are customers to the snack bar to taste snacks, welcome, hospitality should be how to talk to customers?

(2) put forward the attention of the game

A, the parents of the doll's house should always go to the snack bar to taste snacks.

B. The greeters and hostesses will use polite words such as "welcome" and "thank you" to interact with each other in the game.

C. They can utilize play materials appropriately and use them at appropriate times during play.

(3) Children's games, teacher's guidance

A. Observe and encourage the doll's mom and dad to have more role-playing exchanges with other games.

B. Teachers as managers to make appropriate adjustments to the children's play behavior.

C. Focus on observing and instructing the interaction between the characters in the snack bar.

(4) game sharing: what did you do in the snack bar and the doll's house? Are you happy, why?

Game reflection:

In the activities of the children can actively participate in the game. He was able to play according to his role, in accordance with a certain order of the game, such as the chef will be the first to set up the stove and then placed in the corresponding position of the food one by one; the waiter will be the first to organize the table; cashier will be able to put the cash register neatly and then organize the tickets. The children were very engaged in their roles, and although there were some deficiencies in the rules of the game, I think it is more important for the children to be able to participate in the game enthusiastically and independently than to have rules imposed on them. In the process of the game I found that the children are very keen to play in their own game group, the lack of interaction with other groups such as dolls, parents are just at home to organize, coax the dolls, and rarely take the dolls to eat snacks in the snack bar; hostesses, greeters and chefs, customers, language exchanges are also less in the next game will focus on guiding the children to use the language of inter-role communication; at the same time, in the game in the game, the children can use the language of inter-role communication; at the same time, in the game, the children can participate in the game enthusiastically. At the same time in the game snack bar "chef, hostess" proposed snack bar hostesses have an apron, so that their clothes will not get dirty. The "waiter" in the store suggested that there should be some bags for the goods so that it would be more convenient for the customers to buy things. So in the next game will be based on the children's needs to increase the corresponding game materials

Part III

Activity Objectives

1, can use the language of inter-role interaction.

2. To understand the steps of making flatbread and to try to make flatbread.

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

Activity Preparation

Knowledge Preparation: visit the "snack bar" with your parents, taste, and focus on observation, record the chef, waiter, cashier language exchange.

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

The process of activities

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, and found that our store waiters are not clean up the dining room, barbecue, marinated noodles eaten are not put away in time. I hope we can correct, then our waiters today to do what?

Young children: to put away the finished food in time.

Teacher: That's right, our waiters have to put away what the customers have finished eating in time.

Second, talk about the introduction of new content.

Teacher: today's snack bar guests are too much, the boss wants to ask us to help them store, but he said we have to learn a skill, learn before we can ask us to help, let's see what skill we have to learn.

Young children: flatbread.

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

Young: flatbread skin, meat filling, chopped green onion.

Teacher: The original production of flatbread needs to use so many materials, the teacher has also prepared some materials, see what I prepared materials. (Teacher explains the steps while making the process.)

Teacher: Let's put the meat filling and scallions together and mix them, then take the flatbread skins and wrap up the meat filling and scallions, then our flatbreads will be ready, and we can go to the snack store to sell flatbreads.

Three, the requirements of the game.

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

Four, children's games, teacher guidance.

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

2. Teachers make appropriate adjustments to children's play behavior.

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

V. Evaluation and analysis.

Teacher: After work, please ask the staff in the store to tidy things up, we go home together.

Teacher: 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?