IMPLEMENTING WIMMELBUCH AT ENGLISH LESSONS IN THE CONTEXT OF FORMING THE NEW UKRAINIAN SCHOOL

Abstract

The article is devoted to the problem of improving the English teaching system at primary school in the context of the formation of theNewUkrainianSchool, which gives students not only knowledge but also the ability to use it in their life. Students master knowledge and skills through activities and acquire competencies. The aim of the paper is to perform the theoretical and practical study of the problem of implementing a Wimmelbuch at English lessons in primary school in the context of forming theNewUkrainianSchool. The outlined aim includes the following tasks: to outline the main advantages of using the Wimmelbuch teaching English at primary school and to propose language exercises for practicing in English using the Wimmelbuch on the initial level of studying a foreign language. To achieve this aim and to solve these tasks the following methods of research such as analysis, synthesis, systematization and generalizations are used. These methods helped to get into the essence of the outlined problem, to pass logically from less general idea (concept) to another that is more general. TheNewUkrainianSchoolis aimed at educating a harmoniously developed and socially active person, innovator and a citizen who is able to make responsible decisions, to solve the most difficult issues of society, to adhere to human rights and freely break language barriers in intercultural communication. So, nowadays all English lessons must be organized for creating conditions for communication: to make up monologues, dialogues, and polylogues by students on different themes and purposes. The illustrative material of the Wimmelbuch is subordinated to this aim. The interactive exercises offered in this article help students to learn how to express their thoughts correctly, consistently, exactly and expressively. They encourage students to make direct utterances (creating their own texts) and to make up stories thinking their own beginnings and finals of them. It is found out that in organizing such communication and teaching much attention is given to the development of skills of the speech culture and as the result it is noticed improving the speech culture of students and forming skills in communicative activity in any area of life.