title: ÐÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÐ»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿Ðµ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Features of subject-language integrated teaching of non-linguistic students at the initial stage
Creators: name: ÐÐµÑÐ¸Ð½Ð°, ÐÐ°Ð½Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2021
Subjects: clil
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Ð¿ÑÐ¾ÑÐ¸Ð»ÑÐ½Ð°Ñ Ð´Ð¸ÑÑÐ¸Ð¿Ð»Ð¸Ð½Ð°
CLIL
content and language integrated learning
competence learning model
foreign language
major subject

description: Ð¢ÐµÐ¼Ð° Ð²ÑÐ¿ÑÑÐºÐ½Ð¾Ð¹ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ: Â«ÐÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÐ»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿ÐµÂ». ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° ÑÐ¾Ð»Ð¸ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð² Ð¾Ð±ÑÑÐµÐ½Ð¸Ð¸ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÐ»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐµÐ¹. Ð¦ÐµÐ»Ñ ÑÐ°Ð±Ð¾ÑÑ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°ÑÑ ÑÑÐ¿ÐµÑÐ½Ð¾ÑÑÑ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð´Ð»Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÐ»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿Ðµ. ÐÐ°Ð´Ð°ÑÐ¸, ÐºÐ¾ÑÐ¾ÑÑÐµ ÑÐµÑÐ°Ð»Ð¸ÑÑ Ð² ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ: 1. ÐÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°ÑÑ ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¸Ðµ Ð¾ÑÐ½Ð¾Ð²Ñ ÑÐµÐ°Ð»Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ; 2. Ð Ð°Ð·ÑÐ°Ð±Ð¾ÑÐ°ÑÑ ÑÐ¾Ð±ÑÑÐ²ÐµÐ½Ð½ÑÐ¹ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ Ð·Ð°Ð½ÑÑÐ¸Ð¹ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ CLIL; 3. ÐÑÐ¾Ð²ÐµÑÑÐ¸ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ Ð¸ Ð¿Ð¾Ð´ÑÐ²ÐµÑÐ´Ð¸ÑÑ/Ð¾Ð¿ÑÐ¾Ð²ÐµÑÐ³Ð½ÑÑÑ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÑ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð¿ÑÐµÐ´Ð¼ÐµÑÐ½Ð¾-ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð³Ð¾ Ð¸Ð½ÑÐµÐ³ÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð½Ð¾Ð³Ð¾ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿Ðµ. ÐÐµÑÐ¾Ð´Ð¸ÐºÐ° CLIL Ð±ÑÐ»Ð° Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð° Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð³ÑÑÐ¿Ð¿Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² 2 ÐºÑÑÑÐ°. ÐÑÐ¾Ð²ÐµÐ´ÐµÐ½Ñ ÑÐµÑÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ñ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ°Ð»ÑÐ½Ð¾Ð¹ Ð¸ ÐºÐ¾Ð½ÑÑÐ¾Ð»ÑÐ½Ð¾Ð¹ Ð³ÑÑÐ¿Ð¿ Ð´Ð¾ Ð¸ Ð¿Ð¾ÑÐ»Ðµ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ¸. ÐÐ½Ð°Ð»Ð¸Ð· ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð² Ð¿Ð¾Ð·Ð²Ð¾Ð»Ð¸Ð» ÑÐ´ÐµÐ»Ð°ÑÑ Ð²ÑÐ²Ð¾Ð´ Ð¾ Ð²Ð¾Ð·Ð¼Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ ÑÑÐ¿ÐµÑÐ½Ð¾Ð³Ð¾ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ñ CLIL Ð´Ð»Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÐ»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿Ðµ.
description: The subject of the graduate qualification work is âContent and language integrated learning characteristics for teaching students of non-linguistic majors at the beginner levelâ. The given work is devoted to studying the role of content and language integrated learning for teaching students of non-linguistic majors at the beginner level. The research set the following goals: 1. To analyse the theoretical basis of CLIL implementation; 2. To develop lesson plans based on CLIL; 3. To carry out an experiment and confirm/deny the effectiveness of CLIL implementation at the beginner level. The CLIL methodology was integrated into the classes of 2nd year students. Tests were conducted in the experimental and control groups before and after integrating the methodology. The effectiveness of CLIL for beginner level students of non-linguistic major was confirmed.