Proceedings of the International scientific and practical conference ―Science, Technology and Culture in the Era of Globalization‖ (December 24-26, 2025) / Publisher website: www.naukainfo.com. – Geneva, Switzerland, 2026. – 234 p.

159 the teacher and the student, interaction and mutual assistance of students, as well as with the integrated use of group and individual forms of work. Interactive learning contributes to the effective formation of skills and abilities of the culture of English- speaking communication. Interactive learning is designed to implement, in addition to the main didactic goal, a set of goals: providing the student with the opportunity for self-determination, inspiration and assistance in the development of creative imagination, providing the opportunity to grow cooperation skills in the social aspect and the opportunity to express their thoughts [1, p.47]. Тoday, I am increasingly using the intensive learning method. The intensive method involves many types and forms of work. One of them is role-playing. In methodological literature, role-playing is defined as the spontaneous behavior of students, their reaction to the behavior of other people participating in a hypothetical situation. Role-playing is a kind of educational technique in which the student must speak freely within the given circumstances, acting as one of the participants in the communication. A mandatory element of games is the solution of a problem situation. This improves the motivation of statements, makes them more reasoned. Role- playing, based on solving a particular problem, ensures maximum activation of students' communicative activity. The search for a solution to the problem determines the naturalness of communication. Researchers have developed the following rules for role-playing games: - a student must be able to put himself in a situation that may arise in real life; - a student must adapt to his role in the proposed situation, in one case he can play himself, in another - take on an imaginary role; - participants in role-playing games must behave as if all this were happening in real life, their behavior must correspond to their role [2]. Depending on the purpose of the study and the level of training of students, role- playing games can be conducted in pairs and in a group. Role-playing in pairs is a simple type of role-playing games. Here you can use, for example, questionnaires that students must fill out, asking each other questions. Role-playing games in groups can be conducted in different ways. The whole group can play at the same time, and the