Subject and method of statistical physical and thermodynamics

Let's present the above in the form of a table (see Table 1).
Table 1 - Types and properties of a role-playing game

Type of role play	role play property
1. Controlled	Participants receive the necessary replicas
2. Moderately controlled	Participants receive a general description of the plot and a description of their roles
3. Free	Students receive the circumstances of communication
4. Episodic	Playing a separate episode
5. Long lasting	A series of episodes are played out over a long period (for example, from the life of a class)

Creative role-playing communication requires the development of social skills. Therefore, role-playing games in foreign language lessons often include elements of social training (exercises in communication). Here are examples of such tasks:

• 
  line - up (students try to line up as quickly as possible in accordance with the proposed features);
  
• 
  rounds (participants of the “circle” pronounce each their own word in such a way that the resulting sentence sounds as smoothly as if it were pronounced by one student);
  
• 
  strip - story (each student receives his own phrase and tries to quickly take the appropriate place in the “story”);
  
• 
  smile (students approach each other and always exchange remarks with a smile);
  
• 
  flower (students give each other a flower, saying at the same time: “I give you a flower because you are a good friend, etc.”, i.e. students say nice words to each other);
  
• 
  contacts (students come up to each other and start a conversation);
  
• 
  reflection (students try to imagine what other students think of them);
  
• 
  listening (students listen to each other and nod in agreement or disagreement);
  
• 
  politeness (students address each other with polite requests);
  
• 
  respect (students talk about their respect for each other, supporting their statements with examples);
  
• 
  concessions (schoolchildren learn to give in to each other in a dispute);
  
• 
  gratitude (working together, students express gratitude to each other for the help rendered);
  
• 
  conflict (students learn to respond correctly to the “emotional phrase” of the partner).
  

Many more can be added to the listed tasks, but all of them should be aimed at developing the necessary social skills in students.
The role-playing game can be used in teaching a foreign language to schoolchildren of any age. And since the game remains the leading form of a child's activity at primary school age, it should be used to teach children a foreign language. This increases the motivation of schoolchildren to learn a foreign language [3].
In the process of teaching a foreign language to older students, a business game is used, which is based on a model of some real activity. Such games as “Court”, “Discussion”, “Elections” and others are widely known. The game allows you to bring the environment of the educational process closer to the real conditions for generating the need for knowledge and its practical application, which ensures the personal cognitive activity of schoolchildren [4].
As for the use of role-playing in the process of teaching middle-level schoolchildren, here the expediency of using this technique is determined by the fact that the main psychological need of a teenager is to master the forms of communication. And since the role-playing game just models interpersonal group communication, it resonates with students in grades 7-9.
English authors A. Meili and A. Duff offer various role-playing games in which students can try their hand at acting. In games, they bring elements of naturalness and immediacy that usually accompany real situations of communication.
One of the role-playing games they offer is called “ Intruders ”.
When conducting this game, A. Meili and A. Duff propose to divide all students into groups. Each pair of groups is given the same situations, for example, such a plan: “ A man arrives to repair a woman 's _ TV set . He completes the job, and while doing so, settles down to live in the room.” Having received cards with a description of the situation, each group assigns roles and determines a course of action that will lead to the resolution of the current conflict situation. Then the two groups given the same tasks present the role play in front of each other. At the final stage, participants comment, analyze and criticize the method used in resolving the conflict, the effectiveness of the use of group funds by another group.
Alice O. Hadley offers role plays based on the so-called "culture capsule", a short description consisting of 1-2 paragraphs of the differences between the cultural traditions of the native country and the country of the language being studied, supplemented by photographs, objects. The author suggests the following options for conducting role-playing games based on a cultural capsule:

1. 
   Students present role plays based on the “capsule” with situations or a scenario prepared by the teacher.
   
2. 
   Groups of students prepare a role play based on the information given in the capsule.
   
3. 
   Individual students or groups write "cultural capsules", on the basis of which.
   
4. 
   Pupils independently write "cultural capsules" and prepare role-playing games.
   

This technique, from the point of view of the author, helps students to discover differences and similarities in behavior in similar situations in two cultures in an interesting way. Also, such role-playing games are an effective means of developing communication skills.
Other researchers, F.Dublin and E.Olyntain, propose to base role-playing games not on the comparison of two cultures, but on the use of two languages - native and foreign. They explain the effectiveness of this approach by the fact that it is very difficult for a child to imagine himself as a representative of another culture, speaking a foreign language. It is much easier for the student to be who he is, that is, the child understands the situation and what is required of him, and only then participates in the game in a foreign language.
The authors note that this technique increases the motivation to communicate in a foreign language, since the opportunity to first “speak out” in their native language relieves fear and tension.
Role play can be used as a control task.
The student is invited to imagine himself in a certain role in a certain situation and communicate in accordance with these instructions, which explain the essence of the task in an accessible form.
As Arthur Hughes notes, situations can be described in detail, or students must invent them on their own, depending on age, level of foreign language proficiency, experience in role-playing games.
Role-playing games are used as test tasks to check:
- certain functions of communication;
- certain structures (for example, reporting a theft when the use of passive structures is checked);
- certain lexical units on any topic (for example, ordering tickets).
Recently, teachers often use role-playing games, which are based on knowledge of the situation or their complex.
J.F. Callahan and L.H. Clark offer the following scheme for such a game:
- setting the goal of the game;
- determination of game situations that meet the goal;
- script development;
- briefing of participants;
- conducting the game;
- analysis and development of recommendations for the future.
Role-playing games with “survival situations” included in them should be included in the process of teaching middle school students. For greater approximation to real conditions, when playing situations such as ordering and choosing dishes in a restaurant, buying New Year's gifts, and the like, the student feels like a real participant in a particular process.
J. Olsen recommends using an object, such as doll clothes, toys, kitchen utensils, and so on, to organize a role-playing game. You can also use toy rooms with furniture, inviting the students to “settle in” to a new apartment and arrange the furniture to their liking. A very interesting and effective technique is the use of finger puppets.
But the most widely used variants of role playing are interviews and improvisations. According to S. D. Krashen and T. D. Terrell, interviews are one of the simplest forms of role-playing. Any material in a foreign language can be used as the basis for an interview. One private owner of the game plays an imaginary role, having previously come up with a “story”. The second participant prepares interesting questions, which he then asks in an interview.
As for improvisation, L.G. Denisova considers this technique effective in teaching foreign language communication, since improvisation involves the active work of the imagination of schoolchildren.
The instructions for this type of role-playing game do not provide enough information, facts to conduct a realistic role-playing game. Participants need to independently think out the situation and choose a course of action.
M.L. Vaysburdi and L.N. Pustosmekhova recommend using a TV show as a support for organizing a role-playing game in a foreign language lesson and provide a technology for conducting these role-playing games.
Having chosen a TV show for educational purposes, it is necessary to decide which aspect of it can be used as the basis for a role-playing game: the content of the show, its form, or just the characters. After analyzing the problems that will be discussed and determining the topic of the role-playing game, the teacher should encourage students to carefully watch the television program, try to remember (take notes, write down schematically or in the form of a plan) what will be discussed.
Then the teacher, together with the students, outlines the general course of the game:
- distribution of roles;
- special language training is carried out, during which new words and expressions are worked out.
The next step is a game that, with the most accurate following of the transmission, takes a lesson.
Discussing bugs and working on them, exchanging opinions, impressions and analyzing the game are part of the next lesson.
Other methodologists, E.D. Matron and G.V. Yatskovskaya, suggest using role-playing games to work with the newspaper.
Conducting a role-playing game on socio-political topics requires careful preparation, which should include various types of work:
- adaptation by students of newspaper material, its analysis;
- commenting and producing text on the topic;
- the ability to conduct dialogues and polylogues (for example, reports, discussions).
The authors emphasize that in the process of such preparation, the knowledge, skills and abilities of students lead to a new unity, collective coordinated speech and thought actions that create conditions for creative communication and improvisation.
Summarizing the above, we can conclude that:

1. 
   A role-playing game is a situationally controlled speech exercise aimed at improving speech skills and developing speaking skills.
   
2. 
   The role-playing game can be used in teaching a foreign language to schoolchildren of any age. For students, role-playing is a game activity, an exciting activity. As a model of interpersonal communication, a role-playing game causes the need for communication in a foreign language, providing personal cognitive activity of schoolchildren, that is, a role-playing game can be regarded as the most accurate model of communication in a foreign language, since it is an imitation of reality in its most essential features and in it , as in life, verbal and non-verbal behavior of partners is intertwined.
   
3. 
   In a role-playing game, partners interact, discussing certain problems and expressing their own point of view.
   
4. 
   The role-playing game performs five main functions in the educational process: motivational-incentive, teaching, educational, orienting, compensatory.
   
5. 
   The most important element of the game is the situation as an imaginary element of reality, in which the speech behavior of the interlocutors is realized in their typical social and communicative roles. These roles are conditional. However, by playing certain situations, students get the opportunity to prepare themselves for a similar situation in real life. If in the conditions of problem-based learning, students solve problematic problems theoretically, then in a role-playing game they do it practically, since through a certain model an artificial conditional reality is created that imitates activity, but which checks the correctness of the solution or the search for a path.
   
6. 
   The role-playing game involves the strengthening of personal involvement in everything that happens. The student enters the situation, although not through his own "I", but through the "I" of the corresponding role, and shows great interest in the character he plays.
   
7. 
   The role-playing game contributes to the expansion of the associative base in the assimilation of language material, since the educational situation is built according to the type of theatrical plays, which involves a description of the situation, the nature of the characters and the relationship between them. Behind each replica, a piece of simulated reality is conceived.
   
8. 
   Role play encourages learning collaboration and partnerships. Its execution involves the coverage of a group of students who must interact harmoniously, accurately taking into account the reactions of their comrades, helping each other. At the same time, a successfully found gesture, a silent action, if it corresponds to the situation, is encouraged by the whole group. As a result, students with a weaker language background manage to overcome shyness, embarrassment and, over time, fully engage in role-playing.
   
9. 
   Role play has educational value.