Education of the republic of uzbekistan termiz state university department of english language and literature

Conclusion
When students are not able to grasp course concepts and objectives through conventional methods like the lecture, learner-centred teachers seek out and employ alternative methods. Many seasoned teachers of English language learners have learned to modify the delivery of content material to make concepts accessible and comprehensible for their students. The goal is to turn on the light of understanding so that it is reflected in the work of the classroom." This observation by M. A. Snow and D. M. Brinton can serve best to summarise the motives for the appearance of a more modern approach to teaching English that has spread around the world. According to a research they conducted, elementary school teachers are more likely to use innovative classroom activities and take a learner-centred approach than high school teachers. Professionals working with young learners have a particularly important task to exert greater flexibility and seek ways to adapt the curriculum to their students in order to make the learning of new contents and the foreign language a positive, stimulating and successful experience for them. The best learning results can be achieved if the teaching and learning are experienced in a meaningful context.

Content and language integrated learning aims at contextualized learning, with students being encouraged and motivated to apply the content knowledge they bring to school. Although there are various models of CLIL, they all have the same ultimate goal – teaching students new ideas and contents in a foreign language which is used as the medium of communication, and developing the best learning strategies. Classroom practice is based on communicative activities and integrated skills through a vast variety of tasks supported by cooperative and experiential learning. Teaching scientific or linguistic, mathematical or geographical, or musical or artistic contents becomes thus a more natural experience for young learners. Students are encouraged to venture into the use of the new language in a spontaneous way. From the early stages of their school life, they learn how to combine all their cognitive strengths and a variety of skills in order to gain new knowledge and fruitful experience. Elements from different school subjects are jointly used to help students gain broader knowledge. Whether children prefer scientific subjects or art and craft, whether they are better at oral communication or writing tasks, whether they are rather kinaesthetic, visual or spatial learners, in this kind of cross-curricular context, they can all find their best way of learning.

Various interactive patterns are applied to facilitate their work, practical exercises are used to supplement course books, simple project work and research are introduced at an early stage to teach them how to develop their best learning strategies, and songs and games and role-play give the process the special flavour so needed among young learners. That is why arousing children's curiosity in learning and applying a considerable amount of creativity in teaching is a perfect foundation for CLIL.