Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №25 (том 3)

Teaching English in lower grades. 
It should be noted that role-playing games are not limited to language practice, 
because language learning, of course, also occurs during games. For role-playing 
games to be effective in this way, they must be part of the language learning category. 
Role-playing games reveal the possibilities of using real language. Also, RPG offers 
us in-depth learning opportunities along with the process of resisting ideas on how and 
why. 

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Some things happen, break them down, and offer a new model or set of 
postulates to replace the old ones. there are many role-playing games that can be used 
in elementary grades in school classrooms. The goal of all of these methods is to engage 
young learners in real-world thinking and problem-solving. 
One type is called "show option". This method works well in situations. Where 
the contentious issue is considered and the answer is not very clear. The procedure is 
to record the problem question and then create a display to decide on possible solutions 
and the right solution. In this case, students may be given role assignments by the 
teacher; This allows the student to see the problem through the eyes of as many people 
as possible. Role-playing is useful for practicing correct behavior in more complex 
social interactions, where students will have to choose from a variety of behaviors. 
They need to find the means to express their feelings. Role-playing activates the 
desire to connect with everyone and interacts with the teacher. It creates an 
environment of equality in speech collaboration, breaking down the traditional barrier 
between teacher and student. Role-playing is the uncertainty that allows you to speak 
and thus overcome an obstacle. In a normal discussion, student leaders take the 
initiative, while cowards prefer it. In a role play, each student takes on his or her own 
role and must be an active partner in speech communication. Because of games, 
students acquire the following elements of communication as abilities: starting a 
conversation, continuing it, or, if necessary, stopping the person speaking at a specific 
time for a moment or agreeing with him or her or rejecting his or her opinion. Students 
also develop listening and speaking skills, their ability to ask questions, and more. 
Thus, role-playing is a unique way of teaching. 
Pre-experimental students may respond better to role-playing than those with 
work experience, perhaps because they are less likely to have strong opinions of their 
own. On the other hand, simulations should allow students to be independent. There 
will be a situation to act on (business dilemma or problem), but there will be a situation 
where they can express their ideas and opinions as they imagine. In this regard, 
simulations are easier for some personality types. Both role-playing and simulation can 

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focus on a variety of business skills, such as meetings, phone calls, and social 
situations. 
In short, it is a very efficient process and the information cannot be told in 1-2-
3 page sheets. In general, role play is the most effective way to learn a foreign language. 
The next decade will simply make it easier for students with the need to use role-
playing games, as other learning options will remain traditional. Role-playing games 
help to shape the psychological readiness of students for verbal communication The 
natural need for frequent repetition of learning material and the necessary speech forms 
they teach students to choose. The role-playing game clearly restores the 
communication environment. The role-playing participants are attached to a specific 
role; they are involved in certain relationships within the framework as well as the 
specific situation in which they must participate in various speech reactions, including 
emotional reactions. Role-playing participants have the need to express joy or anger, 
excitement or frustration. 

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