Abstract

The paper substantiates the methodological foundations of integrating microlearning into the structure of primary school English lessons based on the interrelationship between learning activities, intermediate outcomes, and the ultimate communicative goal. It examines the contradiction between the potential of microlearning to organize short learning activities and the need to ensure their didactic coherence. A structural and functional model is proposed, involving the gradual complication of approaches to language material, adaptive adjustment of learning activities, retrieval practice, and the delayed application of acquired knowledge in new communicative contexts. The principles for designing microlearning modules are identified, and an algorithm for making methodological decisions based on formative assessment results is developed. The practical implementation of the model is illustrated through the topic Food and My Preferences.