Subject and method of statistical physical and thermodynamics

Chapter 2 Using Role Playing in the Process of Forming Communicative Competence
2.1 Role-playing game technology, basic requirements for its organization and conduct

Role-playing technology consists of the following steps:

1. 
   Preparation stage , including:
   
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     introducing students into a role-playing situation, familiarizing them with questions for discussion or a problem;
     
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     acquaintance with the linguistic content of the game;
     
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     preliminary training of lexical units and grammatical structures.
     

The preparation of a role-playing game begins with the development of a scenario - a conditional display of the situation and the object. Then a game plan is drawn up. The teacher should have a general description of the procedure of the game and a clear idea of the characteristics of the characters. In addition, at home, students read the relevant text, additional materials on the problem posed and collect information for each specific situation [10].
There are many types of exercises to prepare for a role play. The teacher can choose the appropriate ones for his class depending on the experience of the students.
1. For insecure students, you can use "warming up" exercises of a pantomimic nature so that students can feel freer in the circle of their peers. These can be exercises like:

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  imagine that you are walking in very deep snow;
  
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  show the class how you will try to lift heavy weights.
  

2. 
   You can offer tasks in the form of charades using pantomime, facial expressions (for example: show how you feel when ...).
   

At the end of the exercises, the teacher may ask the students to prepare a short story that reflects their feelings and reactions in similar situations.
3. You can complicate situations that can develop spontaneity and expressiveness in behavior. The teacher gives instructions step by step as the action develops. The student must do them without stopping. For example: you hang a picture on the wall. You love the painting, you've found a good place to hang it, and you're happy with how it will decorate the room. You take a hammer and nails and start driving a nail into the wall. You injured your finger [14].
2. Stage of explanation . At this stage, there is an introduction to the game, the orientation of the participants, the definition of the mode of operation, the formulation of the main goal of the lesson, and it is also necessary to justify the formulation of the problem and the choice of situation for students. Pre-prepared packages of necessary materials, instructions, rules are issued. If necessary, students seek help from the teacher for additional clarifications. The teacher should set the students on the fact that they should not be passive about the game, violate the rules and ethics of behavior.

3. 
   The stage of conducting is the process of the game. At this stage, students act out the situation proposed to them, performing certain roles. The success of the game is largely due to the presence of adequate role instructions, props and placement of the game participants (large circle, the letter "P", etc.). At the same time, role cards can be designed in different ways. For example, one side of the card gives information about the role situation and is the same for all participants in the game. The reverse sides of the cards are different for different participants, because. they contain information about a given actor and indicate a possible course of action. Another version of the cards may include a role-playing prescription for a particular character on one side, and a language prompt on the other. During the game, the teacher, as a rule, assumes the role of a leader or one of the "secondary" roles in order to have every right, without destroying the existing communicative situation, to intervene in the communication process, to stimulate "passive" participants to talk, to direct the actions of students in the right direction. channel [10].
   
4. 
   Stage of analysis and generalization . At the end of the game, the teacher, together with the students, conducts a generalization, i.e. Students share their opinions about what they think has worked and what needs to be worked on. In conclusion, the teacher states the results achieved, notes the mistakes, and formulates the final result of the lesson. In the analysis, attention is paid to the correspondence of the used simulation with the corresponding area of the real situation. In addition to linguistic correctness, the teacher comments on the expressiveness of role behavior, as well as the initiative of the children at all stages of work [14].