Fandagi yangiliklar, fanni o‘qitishning dolzarb masalalari

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A.AVLONIY NOMIDAGI XALQ TA’LIMI MUAMMOLARINI 
O‘RGANISH VA ISTIQBOLLARINI BELGILASH ILMIY-TADQIQOT 
INSTITUTI 
 
 
 
 
“Uzluksiz kasbiy rivojlantirish – 2022” loyihasi 
 
 
 
Fandagi yangiliklar, fanni o‘qitishning dolzarb masalalari  
modulining 
 
 
“Til ko‘nikmalarini rivojlantirishning ilg‘or zamonaviy texnologiyalari”
 
 
o‘quv kursining
“Mazmun va tilni integrallashgan holda o‘rgatish. (Content and Language 
Integrated Learning-CLIL)” mavzusidan ma’ruza matni 
 
 
 
 
 
 
 
Ma’ruzachi: Abdullayeva Maxprat Nurmatovna 
Toshkent 2022 
 

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Topic 3. Content and Language Integrated Learning-CLIL
1-Mavzu. Mazmun va tilni integrallashgan holda o‘rgatish. 
 
Plan: 
1. The general concept and content of CLIL. 
2. The main purpose of CLIL. 
3. The ways of designing Lesson Plan. 
4. Model of Lesson Plan based on CLIL. 
 
Content and Language Integrated Learning (CLIL) plays an increasingly 
important role in language education, both as a feature of foreign language teaching 
and learning, and as an element of bilingual education. 
Bilingual education is not just for bilingual communities. The research that 
conducted in this field show learning a second language has benefits for just about 
everyone, schools all over the world are looking for ways to bring these benefits to 
their students. One growing teaching trend within bilingual education is CLIL 
methodology. What does CLIL exactly stand for? To take advantages of this 
integrative approach, teachers and school administrations need a thorough 
understanding of the theories behind it as well as proper training through 
professional development courses or workshops on how to apply those theories in 
concrete ways within their EFL classes. 
The label CLIL stands for classrooms where a foreign language (English) is 
used as a foreign or second language in content subjects. This topic provides 
general notes and review analysis of the kind of communicative abilities which are 
embodied in such CLIL classrooms. It examines teacher and student talk at 
secondary school level from different discourse-analytic angles, taking into 
account the interpersonal pragmatics of classroom discourse and how school 
subjects are talked into being during lessons. The review shows how CLIL 
classroom interaction is strongly shaped by its context, which in turn conditions 
the ways in which students experience, use and learn the target language. The 
research results presented here suggests that CLIL programmes require more 

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explicit language learning goals in order to fully exploit their potential for 
furthering the learners’ appropriation of a foreign language as a medium of 
learning.