Main idea and its purpose

Role-playing is any speech act in which you either put yourself in someone else's place, or remain in your place, but put yourself in an imaginary situation. Imaginary People - The joy of role-playing is that students can briefly 'become' anyone they like.
Role play is based on interpersonal relationships, which are realized in the process of communication. As a model of interpersonal communication, the role-playing game arouses the need for communication, arouses interest in participating in communication in a foreign language, and in this respect fulfills the function of motivation and stimulation.
Role playing can be attributed to educational games, as it largely determines the choice of language tools, promotes the development of speaking skills and abilities, and allows simulating students' communication in various speech situations. In other words, role playing is an exercise in learning skills and
abilities in an interpersonal environment. In this regard, role playing provides an educational function.
Role-playing games cultivate conscious discipline, diligence, mutual help, adolescent activity, readiness to engage in various activities, independence, ability to defend one's opinion, take the initiative, find the best solution in certain circumstances, i.e. we can talk about the educational function of role-playing.
The role-play develops the students' ability to assume the role of another person, to see themselves from the position of a communication partner. It forces students to plan their speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and objectively evaluate the actions of others.

Application guidance: scope of application, for example, when working with a group of a certain age and composition; in individual work, etc.

Role-playing exercises give students the opportunity to take on the role of a person or act out a certain situation. These roles can be played by individual students, in pairs or in groups that can act out a more complex scenario. Role-plays involve students in real-life situations or scenarios that may be “stressful, unfamiliar, difficult or controversial” that force them to examine their personal feelings about others and their circumstances.
Unlike simulations and games, which are often planned, structured activities and can last for a long time, role-playing exercises "are usually short, spontaneous presentations" but can also be pre-prepared research tasks.
Using a set of guidelines can be helpful when planning role-plays:
If you plan to use the role-play as a gradual exercise, introduce small, ungraded role-plays at the beginning and throughout the semester to help students prepare for a larger role-play that will be graded. Determine the criteria for evaluating the role play.
Point out to students that the purpose of the role play is to convey a message about the topic, not to focus on the actual person playing the role.
Link the role plays to the learning objectives so that students see their relevance to the course content.
Give students time to role play, even if it is spontaneous, so that they can think deeply about the role and present it in a meaningful way.Break down large chunks of content into smaller sections that can be more effectively presented as a role-playing game.
When conducting a role play, explain its purpose and answer the questions so that students can properly prepare for the exercise. Provide guidelines for content including: general presentation behavior (eye contact, gestures, voice projection); use of properties; and the specific language to be used (content-related vocabulary) and language not to be used (profanity, slang).When assigning role plays, challenge all students equally so that everyone is evaluated equally.
The same game can be used in different stages of the lesson. However, everything depends on the specific working conditions of the teacher. The only thing to remember is that with all the attractiveness and effectiveness of games, a sense of proportion must be observed, otherwise they will tire students and lose the freshness of their emotional impact.

The results of applying the method, for example, increasing the ability to go beyond standard solutions, etc.

The method helps to delve into a real problem or conflict situation that a participant has encountered.
Role play can be used effectively in the classroom to:
1. Motivate and involve students;
2. Improve current teaching strategies;
3. Provide real-world scenarios to help students learn;
4. Acquired skills used in real situations (negotiations, debates, teamwork, cooperation, persuasion);
5. Provide an opportunity for critical peer observation.
Role playing gives students the opportunity to participate in activities that reflect career-related scenarios. To help students understand the use of role-play sessions, role-plays should be content-focused, relevant to learning objectives, and relevant to real-world situations. Role play exercises encourage students to think more critically about complex and controversial subjects and see situations from a different perspective. Properly employed, role plays can motivate students in a fun and engaging way.