Abstract
The purpose of the article is to discuss twenty-seven varieties of Russian syntaxemes defined by G.A. Zolotova, the semantic basis of which is considered universal for any other language. This achievement in the field of communicative linguistics allows to consider similar typical syntaxemes in English. The authors of this article are interested in syntaxemes because of the linguodidactic potential which serves as a “bridge” for statements within the thematic field. In contrast to the abstract means of structural linguistics, syntaxemes are capable of integrating lexical and grammatical material into the learning process. Whereas the traditional technique artificially tied the types of phrases and sentences of the topic, syntaxemes by semantic bundles are used in different exercises, i.e., within one exercise the teacher will be able to assimilate two or three ways of expressing the same idea and a sufficient amount of one syntaxeme as a typical union of the same type of lexemes. The article focuses on the optimization of learning process, in which the criteria for the selection of learning material based on certain methodological principles of teaching English are considered. By relying on the appropriate principles for the selection of learning material, an effective system of teaching English is purposed to be achieved. The article presents the most active syntaxemes, their meanings and interpretation found in the English textbook for 5th graders. Also, as an illustrative material, one of the speaking topics for 5th graders is considered, which is represented in the table with essential examples. Syntaxeme as a linguodidactic unit makes it possible to select language resources on a scientific basis, considering certain selection of parameters (frequency, functional significance, etc.).