Introduction. The search for effective mechanisms for pedagogical universities students preparing for professional activity is conducted at all levels of education system of our country, starting with methods, means and forms of education, and ending with modern information technologies, which, of course, is reflected in the pedagogical universities students’ professional training. K. Orff's teaching technology, which is a new impulse in schoolchildren communicative skills formation, has been gaining popularity lately and it can be used in professional education process effectively.

Materials and methods. The main research methods are analysis of scientific psychological, pedagogical and methodological literature devoted to problem of pedagogical universities students preparing for professional activity, in particular for extracurricular activities, experience study, as well as diagnostic methods, including theoretical and empirical methods — observation, description, conversation, questioning, testing, experimental method and methods of statistical processing data — ranking, scaling, etc.

Results. Psychological, pedagogical, methodological literature on the problem of future teachers’ preparation for professional activity is analyzed. The concept of “extracurricular activity” is considered, its features, types and forms are determined. Model of pedagogical universities students’ preparing for schoolchildren communicative universal educational actions formation in process of extracurricular activities based on K. Orf’s teaching technology has been created and tested. Diagnostics of students' readiness for communicative actions formation in extracurricular activities was carried out, results of experimental search work were analyzed.

Discussion. It is emphasized that various technologies used during formative stage of experimental research work, for example, K. Orff's technology, being effective for subjects of humanities cycle, especially at initial stage of training, may not always be acceptable in other subjects, namely, technical orientation. The main directions of development of methods, means and forms of future teachers’ preparation for professional activity in extracurricular time have been outlined. It is possible to create a variety of options for application of K. Orf’s teaching technology on subjects such as history, Russian, etc.

Conclusion. It is concluded that implementation of model of pedagogical universities students’ preparing for schoolchildren’s communicative skills formation shows that organization of educational process at school has become more effective. The experimental and search work revealed a significant increase in students’ academic performance, schoolchildren’s communicative skills formation, as well as their creative abilities.

1. Tatarintseva N.E. (2019), Pedagogicheskoe proektirovanie: istoriya, metodologiya, organizacionno-metodicheskaya sistema: monografiya [Pedago gical design: history, methodology, organizational and methodological system], Monografiya, Izdatel'stvo Yuzhnogo federal'nogo universiteta, Rostov-na-Donu; Taganrog, 150 p. (In Russian).

2. Zimnyakova I.Y. (2015), Formirovanie kommunikativnyh i regulyativnyh universal'nyh uchebnyh dejstvij v processe gruppovogo vzaimodejstviya mladshih shkol'nikov [Formation of communicative and regulatory universal educational actions in the process of group interaction of younger schoolchildren], Nauka i obrazovanie: novoe vremya, 2, 532–534. (In Russian).

3. Medvedeva N.V. (2014), Formirovanie i razvitie UUD (Universal'nykh uchebnykh deystviy) v nachal'nom obshchem obrazovanii [Formation and development of ULA (Universal learning activities) in primary general education], Nachal'naya shkola plyus Do i Posle, 1, 74–81. (In Russian).

4. Gudkin D. (2016), Drajv: teoriya i praktika motivacii [Drive: theory and practice of motivation], Orf-Shulverk, 91, 26–29. (In Russian).

5. Zhilin V.A. (2018), Legkij koncert [Easy concert], Vestnik pedagogicheskogo obshchestva Karla Orfa, 25, 34–44. (In Russian).

6. Kanevsky V.R. (2015), Orf-Shulэverk. Uchitel': popytka opisat' professiyu [OrfShulverk. Teacher: an attempt to describe a profession], Vestnik pedagogicheskogo obshchestva Karla Orfa, 23, 45–50. (In Russian).

7. Leontieva O.T. (2015), Kniga o Karle Orfe [The book about Karl Orff], Kompozitor, Moscow, 511 p. (In Russian).

8. Kasatkina N.S., Nemudraya E.Yu., Tsiulina M.V., Shkitina N.S. (2018), Podgotovka studentov pedagogicheskogo vuza k razvitiyu tvorcheskih sposobnostej obuchayushchihsya [Pedagogical university students’ preparation for the development students’ creative abilities development], Uchenye zapiski universiteta imeni P.F. Lesgafta, 10 (164), 115–118. (In Russian).

9. Dirckens D. (2016), Iskusstvo obuchat'. Kak sdelat' lyuboe obuchenie neskuchnym i effektivnym [The art of teaching. How to make any training boring and effective], Mann, Moscow, 276 p. (In Russian).

10. Zimnaya I.A. (2021), Psihologiya obucheniya inostrannym yazykam v shkole [Psychology of teaching foreign languages at school], Prosveshcheniye, Moscow, 222 p. (In Russian).

11. Gray P. (2016), Svoboda uchit'sya. Igra protiv shkoly [Freedom to learn. The game against school], Mann, Moscow, 336 p. (In Russian).

12. Faletrova O.M. (2019), Social'naya pedagogika. Muzyka kak sredstvo psihologo-pedagogicheskoj korrekcii [Social pedagogy. Music as a means of psychological and pedagogical correction], Yurayt, Moscow, 162 p. (In Russian).

13. Shchurkova N.E. (2019) Pedagogika. Igrovye metodiki v klassnom rukovodstve (uchebnoe posobie dlya SPO (srednego spetsial'nogo obrazovaniya) [Pedagogy. Game techniques in classroom manual. Textbook for SSE (secondary special education)], Yurayt. Moscow. 168 p. (In Russian).