Kindergarten Social Understanding of Supermarkets Lesson Plan Reference Teachers can experience the fun of communication and improve problem-solving abilities through role-playing.

Cultivate children's ability to express themselves completely and coherently and to judge things.

The following is a lesson plan I compiled for kindergarten society to understand supermarkets. I hope it can be provided for everyone's reference and reference.

Kindergarten Social Understanding of Supermarkets Lesson Plan Example 1: Supermarket Shopping Activity Objectives: 1. Through practical activities, fully mobilize children’s enthusiasm for participation and initiative in inquiry and communication.

2. Let children understand that making decisions requires considering many aspects when trying to communicate and choose shopping, and experience the joy of communication, choice, cooperation, and sharing during the shopping process.

3. Test children's reaction ability and exercise their personal abilities.

4. Cultivate children's ability to express themselves completely and coherently and to judge things.

5. Explore and discover the diversity and characteristics of life.

Event preparation: 1. Organize a discussion and select a shopping area the day before the event.

2. The specific preparation is decided by discussions between the children and their teachers.

Activity process: (1) Discussion before the activity 1. Select shopping area: Teacher: Tomorrow, we are going to T&T Supermarket for shopping. Because the place is large and our time is limited, we can only choose one area in the supermarket. Please follow

Let’s talk about it, what are the areas in the supermarket? Children: detergent area, daily necessities area, tableware area, children’s food area, pastry area, vegetable area... Teacher: Which area should you choose? Ask the children to decide.

(The teacher pastes the name of the area and is ready to paste the picture "Apple Baby" so that the children can paste a sign under the name after they decide.) Teacher: Ask the children to tell the reasons for making preparations.

2. Choose a route: Teacher: There are two routes to the T&T Supermarket. One is through the pedestrian street, and the other is through the city market. The distances are about the same. Which route do the children want to take? Teacher: Ask the children to tell you.

reason.

(Everyone expressed their opinions and reasons for choosing the route. Following the principle of the minority obeying the majority, they finally decided to walk down the street to the supermarket.) (2) Preparation before the activity: Teacher: What do we need to prepare when we go shopping in T&T Supermarket? Young: Yes.

When I wear kindergarten uniform, I have to tell my parents and ask them to prepare money for me.

Teacher: How much money do you prepare? (Based on the fact that the children have just been exposed to addition and subtraction within 5, after consultation, everyone agreed to wear kindergarten uniforms tomorrow, bring 5 yuan, and keep it for yourself.) (3) Communication in the supermarket: 1.

Recognize the label (know the price): Child: Teacher, I want to buy this pack of biscuits. Do I have enough money? Child: Teacher, I want this Rubik’s Cube. Do I have enough money? (Facing a dazzling array of all kinds of food, it’s really hard to

It’s tempting, but a problem immediately arises: most children don’t recognize the price tags. ) Teacher: You don’t recognize the prices on the labels, do you? Then think about it, who else can you ask besides the teacher? Child: Me.

I know, let me ask the salesperson and ask him to teach me.

Young: I can ask the customers who are buying things.

(In daily life, there is no shortage of shopping experience. However, many parents are not aware of teaching their children to recognize price tags. Under the guidance of teachers, they will try to communicate with customers and waiters around them, and notice the use of

"Thank you, please, goodbye" and other civilized words) 2. Cooperation among peers: When choosing to go shopping, a child discovers that he cannot buy the item he likes with 5 yuan. What should he do? Teacher: Think about it.

Is there any other way? Xiao: I can find a good friend to buy with me and buy new products.

(It is indeed a pity that the things they like are already in their hands, but they don’t have enough money. However, with a little inspiration from the teacher, the smart children immediately thought of cooperation and quickly found a partner to discuss with them.

What to buy, some even planned how to share it more fairly. This process is an attempt to realize cooperative action, and they can experience the joy of cooperation from the attempt) (4) Sharing the food: Teacher: Children.

You are really capable of bringing back so many delicious things! Should we eat these things ourselves or share them with others? Lingling: Give them to teachers, who have the hardest time.

Xiaowei: Eat with mom and dad.

Doudou: I give it to grandma because she comes to pick me up and drop me off every day.