Goals:1. Educational.a) introduce basic emotions: interest: joy, surprise, sadness, anger, fear, shame; b) teach to recognize emotional manifestations of other people by various signs (facial expressions, pantomime, intonation); c) enrich and activate children’s vocabulary for counting words denoting various emotions, feelings, moods, their shades.2. Educational.a) contribute to the enrichment of the child’s emotional sphere; b) promote the open expression of emotions and feelings in various socially acceptable ways (verbal, physical, creative); c) respond to existing negative emotions (fear, anger, etc.) that impede full personal development child.Methodological techniques:1. Verbal, board-printed and outdoor games. Drawing emotions. Playing sketches to convey various emotions and feelings. GAMES1. “Guess the emotion” A schematic representation of emotions is laid out face down on the table. Children take turns taking any card without showing it to others. The child’s task is to recognize an emotion, mood according to the scheme and depict it using facial expressions, pantomimes, and voice intonations. At first, an adult can suggest possible situations to the child, but we must strive to ensure that the child himself comes up with (remembers) the situation in which it arises. emotion. The rest of the children - the audience - must guess what emotion the child is experiencing, portraying, what is happening in his skit.2. "Mood Lotto" Material: sets of pictures depicting animals with different faces. The presenter shows the children a schematic representation of a particular emotion (or depicts it himself, describes it in words, describes the situation, etc.). The children’s task is to find an animal in their set with the same emotion.3. “Pictograms” Material: 2 sets of cards, one whole, the other cut. a) determine from the pictogram which person is happy or sad, angry or kind, etc.; b) from the second set of pictograms (cut): the cut patterns are mixed together , children are invited to find and collect patterns; c) play in pairs: each participant has their own set of pictograms. One participant takes the pictogram and, without showing it to the other, names the mood that is depicted on it. The second must find the picture conceived by his partner. After this, the 2 selected pictures are compared. If there is a discrepancy, you can ask the children to explain why they chose this or that pictogram to determine their mood.4. “How are you feeling today?” Material: cards with different shades of mood. He must choose the one that is most similar to his mood, the mood of mom, dad, friend, cat, etc.5. “Classification of feelings” Material: cards with different shades of mood. Arrange the cards according to the following criteria: which ones you like, which ones you don’t like. Then name the emotions depicted on the cards and talk. Why did he arrange them like that.6. “Meeting of emotions” Use cards divided into 2 groups and ask to imagine how different emotions meet: the one that you like, and the one that is unpleasant. The presenter depicts “good”, the child “bad”. Then they take cards from the opposite pile and change. Explain: what facial expression will be when 2 emotions meet, how they can be reconciled.7. “Damaged phone” All participants in the game, except 2, close their eyes (“sleep”). The presenter silently shows the first participant (he is the one who does not close his eyes) some emotion with the help of facial expressions and/or pantomimes. The first participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until the last participant in the game. The presenter interviews all participants in the game, from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the information was distorted, or make sure that the “telephone” was completely working. Questions for discussion: 1. "By what signs are youidentified this particular emotion?”; “What do you think prevented you from understanding it correctly?”; “Was it difficult for you to understand the other participant?”; “What did you feel when you portrayed the emotion?” 8. “Making a movie” Among children, a screenwriter and a director are selected. They are looking for a leading actor. All applicants are given a task: the screenwriter names some fairy-tale character, and the director names any mood (emotion) the actor must pronounce some phrase on behalf of this character with a given intonation.9. “Drawing a mood” This task is very multifaceted in its goals and methods of implementation. Here are some options for tasks: 1. Drawing on the topic: “My mood now.” After completing the task, the children discuss what their mood is. the author tried to convey. Each child draws a card with one or another emotion that he must depict. The drawings can be plot-based (“draw Barmaley, from whom all the toys ran away, or a situation from your life when you were very surprised”), or abstract when the mood is conveyed through color, the nature of the lines (smooth or angular, sweeping or small, wide or thin, etc.), the composition of various elements. The latter (“abstract drawings”) are more conducive to the response of negative emotions (fear, tension), the development of imagination, and self-expression.10. “Looking at the picture” Material: subject or subject pictures depicting various moods. Question: “What mood does the girl feel in one and the other picture?”.11. One child names some animal, and the other - any emotion (for example: “elephant” and “joy”). The third child should walk around the room as an animal experiencing this feeling walks.12. The child names any number from 1 to 7. Another child depicts the feeling that corresponds to the named number. Material: cards with numbers written on one side and the names of emotions on the other. 1. Fear. 2. Surprise. 3. sadness. 4. Joy. 5. Interest. 6. Anger. 7. Guilt.13."Mirror" One child is a "mirror", the other depicts some emotion (for example: anger - lips are compressed, eyebrows are frowned; surprise - the mouth is slightly open, the tips of the eyebrows are raised, the eyes are wide open), and the other gives his face the same expression.14. “Training emotions” Ask the child to frown - like: - an autumn cloud, - an angry man, - an evil sorceress. To smile like: - a cat in the sun, - the sun itself, - like Pinocchio, - like a sly fox, - like a joyful child, - as if you had seen a miracle. get angry like: - a child whose ice cream was taken away, - two sheep on a bridge, - like a man who was hit. get scared like: - a child lost in the forest, - a hare who saw a wolf, - a kitten at which a dog barks. get tired like: - dad after work, - an ant who lifted a heavy load, rest like: - a tourist who took off a heavy backpack, - a child who worked hard, but helped his mother, - like a tired warrior after a victory. - - EXERCISES FOR EXTENSION EMOTIONAL VOCABULARY.- 1. “Name something similar” - Goal: to activate the vocabulary through words denoting various emotions. - The presenter names the main emotion (or shows its schematic image, or acts it out himself), and the children remember those words that denote this emotion. You can divide the children into two teams. Representatives of each team take turns naming synonyms. The team that was the last to name the word wins. - 2. Looking at pictures and paintings that depict people, faces, guess and - name what mood this person is in, guess why it is like that. Vocabulary: cheerful, good, angry, bad, sad, gloomy, depressed. - 3. We are trying to define and name.