PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE IMPLEMENTATION OF THE PRINCIPLE OF CONTINUITY IN THE ENGLISH TEACHING PROCESS

The article deals with the problem of ensuring continuity in the process of English teaching at primary school and the preparation of a teacher for its implementation.The factors that influence the pupils’ motivation to study English are determined. Psychological peculiarities of junior pupils are revealed. It will help the future teachers to select material and organize English language teaching at primary school. The authors state that the research work of future specialists and the use of innovative teaching methods in the educational process of the universities will promote the students’ training. It is highlighted that one of the ways that enables students to improve their skills is to organize students’ group work for a project in practical classes. The use of portfolio method as a form of evaluation and self-assessment of students’ individual success is described.It is proved that the use of these methods in the educational process contributes to the development of critical thinking of students and their ability to analyze the educational material.It is emphasized that in the conditions of implementation of the principle of continuity it is important to extend the terms of students’ pedagogical practice and to conduct it at school and in the kindergarten. It will help graduates to learn modern methods of English teaching better and learn how to create academic environment based on the principle of continuity.It is noted that the necessity of introducing the innovations is due to several circumstances: the socio-economic transformations and the scientific technological progress; a strengthening of the education’s humanization context, continuous changes in the volume and composition of educational disciplines, the introduction of new specialties, the educational disciplines and subjects.An important aspect of teachers training is the establishment of a partnership between the faculties of pedagogical education and schools, and the intensification of cooperation between university teachers and primary school teachers in practical terms, inparticular, in holding the joint scientific and practical workshops. A good example of such cooperation is making agreements with certain schools predetermined to serve as the bases for students’ teaching practice, and thus, creating appropriate conditions for the future.