Currently, a new education system is being formed in our country, aimed at entering the world educational space. One of the indicators of the success of this process is the implementation of international standards of education, denoted as one of the priority tasks of the formation of functional literacy. Functional literacy is a person's ability to interact with the external environment, adapt quickly and work in it [1]. At English lessons, as at any other subject, students’ functional literacy is formed as the ability to apply the acquired knowledge in practice within various life situations. "A functionally literate person is a person who is able to use all the knowledge and skills that he/she has constantly acquired throughout his/her life to solve a wide range of life tasks in various spheres of human activity, communication and social relations" [4]. According to the above concepts, we can see the contradictions that exist in the walls of the school today:

- between the requirements for a school graduate’s acquired knowledge and the practice of teaching;

- between the need of a society for a citizen with a high level of reading literacy and the insufficient level of current graduates.

Based on these contradictions, we can note the following problem: how to organize work at English lessons, so that in the course of learning, functional literacy of students is formed.

Functional literacy is the ability of a human to use own reading and writing skills to communicate in a social environment, that is, the level of literacy that allows a person to interact with the social environment around them and create conditions for them to adapt to this environment as quickly and comfortably as possible. At this level, the abilities that a person needs are formed so that he/she can select the information he/she needs from texts, information and convey such data to others.

Considering the conducted research, it is noted that today there is no consistency in the use of the concept of “functional literacy” in the works of domestic and foreign scientists [2].

However, today there is a clear contradiction between the specific requirements for components of teaching competence (which are not systematized for the subject English from the point of view of functional literacy (FL)) and an effective methodological system of FL formation among students in the educational process. The search for a solution to this contradiction served as the basis for defining our research problem and choosing the topic as ‘the formation of functional literacy of high school students at English lessons[3].

Research objective: Theoretical justification of the development of functional literacy of high school students at English lessons and identifying the methodological features of its implementation

Object of research: The process of developing functional literacy of high school students at English lessons in secondary schools.

Subject of research: Pedagogical conditions for the formation of functional literacy of high school students at English lessons.

Scientific novelty of the research work: The methodology of implementing the formation of functional literacy of high school students at English lessons has been presented.

The leading idea of the research work: Implementation of the formation of functional literacy of high school students at English lessons.

The following methods were used to solve the tasks set during research: - analysis of theoretical and philosophical, psychological and pedagogical, methodological literature, school practice; - analysis of pedagogical documentation; - comparison, analysis, synthesis, abstraction, modeling, generalization, systematization of characteristics and concepts; - empirical-pedagogical experiment, survey, observation, generalization of pedagogical experience; - methods of expert assessment; - methods of qualitative and quantitative processing of experimental data. We embarked on an action research project and went through the stages of Assessment and Planning, followed by Doing. We must help a child learn new ways of acting, provide with tools that can be applied in life when kids leave the school. The main principle of the activity approach is that knowledge is not presented in a finished form, but students receive information on their own, participating in project, research activities. The goal of the teacher when introducing or working out the material is not to explain and tell everything in an accessible way. The teacher should help organize the work of students in such a way that they themselves find solutions to the problem, answers to questions, and work out lexical and grammatical structures in speech. At English lessons, to activate the cognitive and practical activities of students, one can use a variety of techniques, forms and methods of organizing the educational process. It is no coincidence that the use of the activity approach motivates students to learn a foreign language, creates a positive emotional background for the lesson. The group form of work at an English lesson gives a lot: - Strengthens interpersonal relationships; - Develops the ability to communicate; - Promotes the growth of motivation to learn; - Provides the best conditions for the development of speaking skills and the exchange of knowledge between students; - Increases the status of popularity of students in the team. It also makes the role of the teacher more fruitful - instead of being forced to learn, the main task of the teacher is to provide assistance, which is important.

This project will inform and develop teaching methods to ensure that students participating in English language lessons gain knowledge and experience that minimizes the distance between theory and practice. Ultimately, this will inform the discussion of effective pedagogical approaches for English language teaching programs. Evaluation data collected on this newly implemented teaching and learning practice provides additional information about the effectiveness of this methodology. The most important pedagogical conditions for the formation of functional literacy of high school students are identified and formulated in a substantive and methodological way in English lessons. Methodological features aimed at improving the effectiveness of the formation of functional literacy of high school students were identified.

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