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The importance of the organization of Tatar language teaching in secondary schools in the Republic of Tatarstan still remains one of the most actual issues in the process of students’ training to use this language as the basis for the formation of speech communicative competence in life and future careers. That is why, the aim of this article is to justify from the scientific point of view how to select, present and consolidate vocabulary of the Tatar literary language, which allows increasing and keeping active the vocabulary of elementary school pupils. Lexical minimum is composed of active (for use in speech), passive (for understanding the meaning of words) and potential (for understanding the meaning of a word based on language guess) vocabularies. Taking this point into consideration the author limits the aim of research and in this article the author presents scientific justification how to select lexical material of the Tatar language in Russian-speaking elementary school classes. It shows the main approaches to the modeling of a lesson as the main form of organization of educational process. The material of the article may be useful to teachers of educational institutions of secondary education, young scientists, graduate students, and university specialists in methods of teaching, students of advanced courses for training and retraining of teachers. It is recommended for undergraduates and students engaged in research work.

Features of studying lexical system of Tatar language by Russianspeaking pupils in elementary school