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Abstract: The article is devoted to the problem of necessity to reconsider the traditional approach of foreign language teaching methods, considering teaching a foreign language as forming separate linguistic habits, and it emphasizes the necessity to work out a strategy, in other words the methods of their integrated and interrelated forming on the basis of linguistic competence. Solution of this problem is an important goal of domestic theory of methods, because successful formation of linguistic competence predetermines effectiveness of developing pupils’ communicative competence in secondary school. That’s why, in terms of the given research the author worked out the strategy of forming linguistic competence of primary schoolchildren, taking into account the factors of permanent and stable formation of its general components – linguistic habits, which involves 2 aspects: a content-oriented aspect and a process-oriented one. The content-oriented aspect includes the following components: linguistic knowledge, habits, skills, abilities, linguistic reflection, communicative-personal features of pupils and attitudes to their learning activity. The process-oriented aspect comprises 2 stages of forming linguistic competence in primary school: 1) reproductive (2nd form); 2) reproductive-productive (3rd, 4th forms). These stages correlate with 3 levels of linguistic competence acquisition, corresponding to each year of learning a foreign language in primary school: 1) initial elementary (2nd form): 2) initial basic (3rd form) and 3) initial advanced (4th form). The suggested strategy is realized with the help of a set of exercises, made up for pupils of the 3rd form, learning English on the basis of the textbook “Spotlight”.