Design intention: The theme of "Love my hometown" has been going on, and under this theme clue, I have generated the regional activity of "Snacks in my hometown". Mainly "Ruijin specialty snacks". Before the activity, the children had a certain understanding of snacks in their hometown. They must have eaten them in real life. During the activity, children can use various materials to make snacks in their hometown, and they can naturally improve their communication skills, language skills and math skills through the role trading game "hometown snack bar". At the same time, we also use the self-compiled book "Ruijin Special Snacks" to let children know more about snacks in their hometown, and take the book "Ruijin Special Snacks" made by parents and children as a demonstration to encourage children to further use the materials put by teachers to make books. In the activities, children's practical ability, communication ability, language expression ability and cooperative learning ability can be developed.

Activity objectives:

1. Under the background of the activity theme, actively make various snacks to improve children's practical ability and further enrich their understanding of hometown snacks.

2. In the game situation, actively communicate with people and enhance the love of hometown snacks through activities.

3. Through the understanding of snacks in my hometown, I actively and willingly tried to co-produce the book Ruijin Special Snacks.

4. Let children experience the happiness of regional activities.

Activity preparation:

Pre-preparation:

Knowledge and experience preparation: children have a certain understanding of hometown snacks, and have eaten, bought in stores and watched others cook.

Material preparation: I used the previous regional activities to make decorated "Ruijin specialty snacks" shops with my children, such as price lists and store signs.

Children and parents made books about Ruijin snacks together, which can be pictures of various snacks, stories about certain snacks, food culture and so on.

Preparation of activity materials:

Art District: sponge paper, white paper, calendar paper, foam, plasticine, plates and some snacks demonstrations that have been made.

A corner of the venue will be arranged as a "hometown snack bar", with storefront signs, price lists, tables, chef's clothes, clerk's clothes, plates, chopsticks and so on.

Book corner: self-made book "Ruijin Special Snacks", related snack pictures, crayons, cardboard, white paper, binding machine, etc.

Activity flow:

First, the dialogue lead-in link

Children, we have many delicious snacks in Ruijin. What snacks have you eaten? Let the children talk about it according to their own life experience.

Have you ever been to a specialty snack bar to eat these snacks? How did the clerk greet you?

Have you ever seen dad, mom or the chef in the shop cook a hometown snack? How did you do it?

Secondly, introduce regional materials and activity requirements.

Role-playing area: Teachers and children have arranged it as a "hometown snack bar". This shop specializes in our special snacks of Ruijin, such as jelly, bean cake, cordyceps fruit, taro dumplings and so on. Children can play shop assistants, chefs and small guests. Children who play shop assistants wear work clothes and children who play chefs wear chef hats. The little chef is standing in the "kitchen", and the children who act as shop assistants should greet the guests warmly when they see them coming, and be polite when they leave.

Art area: The teacher prepared various materials such as sponge paper, white paper, calendar paper and foam in the art area, and each box also contained snacks made by the teacher. You can use these materials to make all kinds of special snacks in our hometown like a teacher. You can also continue to make new menus, price lists, billboards and so on. For the "hometown snack bar".

Book corner: There is already a book "Ruijin Special Snacks" made by dad, mom and children. Children can read, draw or cut and paste according to their methods. Several children collaborated to make a book "Ruijin Special Snacks".

Third, children choose their own activity areas.

Fourth, teachers observe and guide children's activities.

Role-playing area: observe children's activities and consider whether to intervene or guide as customers according to children's activities.

Art District: Observe children's productions and encourage them to make bold productions.

Book Corner: Encourage children to make books by painting and pasting, and assist children in binding.

Fifth, organize children to pack materials.

It is required to put the materials back in their original places and put the garbage in the garbage basket.

Sixth, evaluate children's activities.