2, a preliminary understanding of the production of flat food, willing to try to make flat food.

3. Experience the fun of playing a role in the game.

Activity preparation knowledge preparation: visit and taste the snack bar with mom and dad, and focus on observing and recording the language exchange among chefs, waiters and cashiers.

Material preparation: snack bar-add chef's hat, headdress, apron, flat food, etc.

Activity flow 1. The teacher and the children discuss the shortcomings of the last class: simulating the telephone voice: Ding ...

Teacher: The phone is ringing. who is calling? (The teacher pretends to answer the phone)

Teacher: Just now, I got a call from a customer in a snack bar. She said that she came to our snack bar for dinner a few days ago and found that the waiter didn't clean up the restaurant, and the barbecue and noodles were not put away in time. I hope everyone can correct it. What should our waiter do today?

Yang: You should put away your finished food in time.

Teacher: By the way, our waiter should put away what the customers have finished in time.

Second, the conversation introduced new content. Teacher: There are too many guests in the snack bar today. The boss wants us to help in their shop, but he says we have to learn a skill before we can help. Let's see what skills we need to learn. (Play the plane food picture)

Teacher: What's this?

Young: eat flat.

Teacher: It turns out that the boss asked us to learn how to cook flat food. What materials do we need to make flat food?

Yang: Flat skin, minced meat and chopped green onion.

Teacher: It turns out that making flat food requires so many materials. The teacher has prepared some materials to see what I have prepared. (show flat skin, chopped green onion, meat stuffing)

Teacher: Then how can we make so many materials into flat food? Let's have a look! (The teacher explains the steps while making the process. )

Teacher: Let's stir the minced meat and chopped green onion together first, then take flat skin, wrap the minced meat and chopped green onion, and our flat food will be ready. We can go to the snack bar to sell flat food.

Third, put forward the requirements of this game. Teacher: But if you want to go to the snack bar to help, the boss has several small requirements. Listen carefully.

1, the waiter will use polite expressions such as "welcome" and "thank you" for game communication.

Teacher: When helping, our waiter should receive customers politely.

2. Be able to use the game material reasonably and use it in time in the game.

Teacher: Chefs can make their own flat food and sell it.

3. Toys can be collected in an orderly way.

Teacher: After work, the chef and the waiter should clean up the things in the shop together.

Fourth, children's games, teacher guidance. 1, focusing on the process of making flat food for children in flat food shops.

2. Teachers make appropriate adjustments to children's game behaviors.

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

Verb (abbreviation of verb) evaluation and analysis. Teacher: After work, please ask the staff in the shop to tidy up and let's go home together.

Teacher: Did you have a good time today? What role did you play in today's competition? What else can our snack bar sell in the next round?

The activity reflects on this role game according to the experience of the first two role games. First, the problem in the last game was induced by receiving a phone call from a customer. Thirdly, because there are too many customers in the snack bar, the boss needs to invite children to the store to help, fully arouse children's interest, make demands as the owner of the snack bar, make them easy to accept, let them learn new skills in making flat food, and let them know the basic steps of making flat food and be willing to try to make it. At the beginning of the game, the teacher asked the children to choose the role they wanted to be, found that the children were fighting for the role in the game, and guided them to solve it in time. The children themselves solve the struggle in the form of rocks, scissors and cloth. In the game, they found that children were very interested in making flat food. They found that children basically mastered the basic steps of making flat food. Teachers interact with children as customers, observe the performance of children in the game, and waiters can do their duty. After ordering, the customer will bring the food to the customer, and can get back what the customer has eaten in time and tidy up the table. The chef is responsible for packaging and cooking flat food. In the game, the children all had a good time and experienced the joy of playing a role. Through the analysis of the whole activity, the whole activity can achieve the activity goal, which is in line with the age characteristics of children's large classes, so that children can play middle school and enjoy middle school.

But also found some shortcomings in the game:

1, the teacher pays too much attention to the newly released information, and the children's performances in the snack bar ignore the children's performances in other areas (such as the staff in the bank and the police in the police station). It is found that the staff in the bank did not arrange the money well and the setting of the bank is not reasonable enough. Bank cards are necessary, not everyone can withdraw money casually, and the police have not fulfilled their due responsibilities.

2. When packing toys, time is too hasty. Teachers can use loudspeakers to remind children that it is almost time to get off work, so that children can be psychologically prepared. When it's time to get off work, let the children clean up.

3. When sharing and evaluating with children, teachers can let children tell their own advantages and disadvantages in the game, so that children can deepen their impressions and put forward improvement plans, which can better reflect their dominant position.

Teachers can be more vivid when preparing materials. Some toothpicks, paper towels, etc. You can put it in the restaurant, which is more vivid. Bank money can be exchanged for counterfeit money.