CLIL METHODOLOGY AND DIFFERENT TYPES OF ACTIVITIES FOR TEACHING ENGLISH FOR THE 1ST YEAR STUDENTS AT HIGHER EDUCATIONAL ESTABLISHMENTS OF UKRAINE

Iryna Shevchenko; Olena Kordyuk

doi:10.23856/5120

Iryna Shevchenko V. O. Sukhomlinskiy National University of Mykolaiv https://orcid.org/0000-0001-6551-9266
Olena Kordyuk V. O. Sukhomlinskiy National University of Mykolaiv https://orcid.org/0000-0003-2362-8557

Keywords: content and language integrated learning, methodology, mental abilities, types of activities, knowledge, communicative competencies.

Abstract

The article is dedicated to the problem of content and language integrated learning (CLIL) in modern methodical and scientific literature of native and foreign scholars. The notion CLIL is explained, advantages of the presented methodology are pointed out. Special attention is paid to choosing the types of activities for teaching English the 1st year students at higher educational establishments of Ukraine which encourage studying a foreign language, help to develop creative mental abilities of learners, purposeful mastering of lexical units. The importance of the presented methodology and types of activities give opportunities learners to acquire knowledge in other subjects which they will use in their future professional activity.

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