Conclusion References Introduction

Contents
Introduction……………………………………………….....……….…2
Mainpart
1. Materials for CLIL lessons........................................................................4
2. Evaluating the materials.............................................................................9
3. Rethinking spaces and ICT use in the CLIL classroom...........................12
Conclusion…………………………………………………………….….17
References………………............................................................................19


Introduction
On May 6, under the chairmanship of President Shavkat Mirziyoyev, a video selector meeting was held regarding measures to improve the system of teaching foreign languages. in all schools next year. Such works are also organized in Russian, German, Korean, Chinese and French languages.
1 million soums will be allocated from the budget to each foreign language teacher so that they can keep up with changes in the field, buy new literature and manuals. The Ministry of Preschool Education, in cooperation with UNICEF, was tasked with developing and implementing a methodological guide on teaching foreign languages ​​to children under 7 years of age. At the meeting, special attention was paid to the issue of training specialists in the higher education system. Today, it was shown that 78 percent of professors and teachers in universities have an unsatisfactory level of knowledge of foreign languages. It was noted that starting from the new academic year, the number of admission quotas for foreign languages ​​will be doubled to 16,000, and the state grant will be tripled.
At the same time, starting from next year, the requirement to have an international certificate in foreign language will be introduced for those entering master's and doctoral studies. Teaching of specialized subjects in foreign languages ​​is gradually introduced in higher educational institutions. Free use of foreign textbooks and manuals on natural and technical sciences will be established.
In order to increase the scientific-pedagogical potential of foreign language teaching, 20 places per year are allocated for foreign doctoral studies through the "El-Yurt Umid" fund.
The importance of strengthening cooperation with foreign organizations such as British Council, Goethe Institute, French Alliance, KOIKA, JAYKA, Confucius Institute, and expansion of non-governmental educational centers was noted. It was emphasized the need to support language learning in every ministry, office, state-owned company and large private enterprises, to set a day of the week and create conditions for learning foreign languages. Assignments were also given on the creation of language teaching video lessons, films and shows, and the development of electronic programs.Official leaders and teachers expressed their opinions at the video selector meeting.
Teachers starting a CLIL programme often comment on the shortage of ready-made resources, such as textbooks, and the workload it supposes to find and adapt existing learning materials. This perception is changing little by little, as an increasing number of websites are devoted to the exchange of CLIL material and because of the attempts made by some publishers to create textbooks with a CLIL approach. The starting point of this unit is the fact that materials, places and spaces come third in importance after students and educators in the learning process. When designing a lesson plan, teachers should count with a varied tool-kit and with a very broad palette of resources. Throughout the unit, all sizes and shapes will be analysed: paid and free, textbooks and realia, pen-and-paper and ICT. Such a wide material catalogue should enable instructors to meet the differentiated needs of students, learning styles, education stages, thinking order skills and intelligence types. This unit will also devote a point to rethinking the way furniture, fixtures and equipment are arranged in our classrooms. The model designed by the Future Classroom Lab will be presented as a possible template to combine in time and space methodological approaches and ICT tools. To sum up, with the ultimate aim of helping educators make the best CLIL teaching decisions, the unit intends to promote a critical and creative vision towards resources and environments.