Methodical model is a set of interconnected components that form a single system aimed at achieving a common goal – the formation of foreign language communicative competence among students in the “Agricultural Engineering” programme based on content and language integrated learning. The teaching system is built on the basis of system, competency-based, per-sonal-activity, communicative-cognitive approaches, as well as content and language integrated learning. These approaches are implemented in practice using a number of didactic and methodical principles. We describe in detail the methodical principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of gradual complication of content, the principle of duality of reliance on native and foreign lan-guages, the principle of optimality, the principle of knowledge personalization, the principle of in-teractivity and the principle of language adaptation. Content and language integrated learning of students is carried out on the basis of the following teaching methods: interactive, communicative, information-reproductive, productive, tandem-method, vocational teaching and control methods. The content of teaching based on content and language integrated modeling reflects the profile specifics of training specialists in the framework of a particular specialty. Learning tools are a set of tools of a teacher for the purpose of development, teaching and upbringing. We present and de-scribe in detail all the components of the methodical model.
Principle of Duality
