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In this article the didactic phenomenon of gamification as a universal tool for optimizing the educational process among pupils of primary school and any other actors of the educational process is substantiated. The aim of the article is to analyze the views of present-day scholars on the leading aspects of gamification of the educational linguodidactics process, to determine the structural, methodological and psychological features of the elements of game at the lessons of English as a foreign language in primary school and to illustrate these features with fragments of the authorial experience. Research methods are the following: theoretical analysis and generalization of scientific literature; qualitative methods of finding out the essence, features and benefits of gamification; methods of modeling and representation of ways to use elements of a game at English lessons. The epistemological and pragmatic context of the article is determined by the digital gamified environment of the child's life and activity, which has acquired global dimensions and has affected onto all spheres of life, including education. The main ideas of the article that were proved and discussed are: a)primary school age is the most sensitive for the learning of foreign language directly in the game; b) gamification occupies one of the leading places in increasing a motivation and involvement pupils for the high level educational activity; c) with the appropriate organization and methodological support of gamified classes, it is possible to achieve effective synergy of game and innovative forms of work; d) it is possible to formulate at least 5 basic principles of gamification (actually game or those that are naturally realized during the didactic game); e) gamification is a universal methodological tool for achieving various didactic goals at any stage of a lesson. The international significance of this article is determined by: a) the entry of gadgets, virtual and gaming reality in all areas of a human cognitive activity; b) the spread of English as the first international language in the world; c) the need for inventory, definition of functions and efficiency of a gamified educational space.

Every year the problem of higher educational establishments’ modernization, introduction of the newest methods and strategies of educational process reorganization, estimation of achievements in the context of information technologies becomes more and more urgent. The situation with the COVID-2019 pandemic has demonstrated the need to involve additional information approaches to teaching within the system of blended learning in higher educational establishments. As a result, the question arises: what mechanisms can be used to make learning effective? The article reveals the concept of “microlearning” as the latest approach in education and identifies its key tools in formation of English-language competencies in university students. The study found that microlearning can be an effective complement to traditional learning, as it extends the learning process beyond the classroom on the basis of information technology, allows consolidating virtually and deepening the knowledge gained during practical classes, and provokes students to daily communication outside the establishment through social network. Moreover, we propose a strategy for implementation of microlearning on the example of the educational process at Kherson State Maritime Academy through interaction of practical classes in the line of communicative-competency approach, virtual and online learning on the principle of rotation.

The article describes the possibilities of using Google Earth in teaching English grammar to education seekers. To achieve this goal, the following methods were used: theoretical – analysis, synthesis of personal and domestic scientists’ pedagogical experience regarding the Google Earth usage in teaching English; statistical – analysis of students’ survey results. The author highlightes the main online platforms of the Google Company for teaching English to students, among which Google Earth, a free platform for the satellite displaying planets Earth, Mars and the Moon virtually, is considered to be promising for it. A survey has been conducted (104 students of the Faculty of Ukrainian and Foreign Philology of Hryhorii Skovoroda University in Pereiaslav, Ukraine, aged 17 to 19, both sexes), containing 5 main questions ("Do you know the Google Earth platform?", "Do you know how to use Google Earth?", "Have you already used Google Earth?", "Do you know how to use Google Earth to teach English vocabulary to school students?", "Do you know how to use Google Earth to teach English grammar to school students?", "Are you interested in learning about the possibilities of using Google Earth to teach English to students?"). The results of the survey show that the Google Earth platform is well-known only to19% of future English teachers, but is interesting to all of them in terms of future usage in teaching English, including grammar; only 7% of respondents know how to use it in teaching English vocabulary and 4% know how to use it in teaching English grammar to school students. The article describes the advantages of the Google Earth platform over Google Maps, names the possibilities of using this platform by an English teacher to teach English grammar, which could allow students to improve skills in morphology and syntax, develop creativity and intercultural competence, providing intercultural dialogue. The prospect of further research is a detailed study of the platform advantages and disadvantages for the formation of the future English teacher’s foreign language competence.

The paper investigates the training future foreign language teachers as innovative upbringing work managers based on the competence approach, index of satisfaction and professiogram in the context of Ukrainian higher education reforming. The research questions whether future foreign language teachers are satisfied with the upbringing work at pedagogical universities and pragmatically competent in it, and what the reasons of their dissatisfaction are. The authors developed the blocks of indicators that characterize the level of the future teachers training for innovative upbringing activity, including a questionnaire related to determining the level of their satisfaction with the upbringing work. The self-esteem of 148 students (2-3 study years) of the Faculty of Ukrainian and Foreign Philology of Hryhorii Skovoroda University in Pereiaslav showed that the majority of respondents (85%) expressed satisfaction with the upbringing work at the faculty and University; 15% of respondents expressed their indifference and dissatisfaction, giving the thought about the reasons of that, which could be their incompetency in it and not involving in the upbringing activity, the absence of interest and motivation for it (because of old upbringing methods, forms and approaches etc.). On the ground of the results of the research, the authors defined the professiogram of a modern foreign language teacher as a manager of innovative upbringing work, grounding on the key competences required of a European teacher. Moreover 5 main reasons for designing the program of the future foreign language teachers training to innovative upbringing work (based on a competence approach, index of satisfaction and professiogram) were identified as: the necessity of the education quality improving  by the way of reforming it; the need of raising the level of students’ satisfaction with educational and upbringing process, and with a future profession in general; the new European demand for teachers in their key competences; the changing role of a teacher into a manager of curricular and extracurricular process at school, according to a new professiogram of a modern foreign language teacher as a manager of innovative upbringing work; the need to transform the upbringing process into the innovative one, according to the modern time period. The research results of this pre experimental stage will allow forming the future teachers’ readiness for an innovative upbringing work.