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Abstract: Based on the communicative-cognitive, competency, personal-activity and integrative approaches to a foreign language teaching, we have identified the nature-activity approach, based on the principles of nature considering, valeological and ecohumanitarian, which determine the way of the learning process. The article deals with the specific features of a foreign language teaching building process, taking into consideration the harmonization and recruitment of physical, spiritual and moral children`s health. This article is of great current interest because holistic training in the nature-activity context is a precondition for ensuring a healthy, joyful and active creative children’s life. A foreign language as a discipline has a meta-subject character and provides an opportunity for holistic learning, taking into consideration not only socio-pedagogical, psychological, physiological and linguodidactic characteristics, but also the energy and spiritual aspects of the child’s personality. The concept of nature considering is being clarified in the aspect of foreign language teaching. The article emphasizes the scientific-philosophical basis of the principles of the nature-activity approach. The nature considering principle is a foundation of the main purpose of this approach. Based on energy information pedagogy of I. P. Podlasiy the integral human model is outlined and correlated with the levels system of health protection and the laws of health conservation which are based on valeology. The spiritual aspect of the personality develops in creative nature-aligned activities, which contributes to a health-saving effect in the process of foreign language teaching of preschoolers. The article presents a summary of English classes with a detailed reflection of the principles of the nature-activity approach and their part in the organization of the health-educational environment by using of the multi-purpose educational-methodical complex.