Anstasiya А. Milovidova

The relevance of the study is due to the growing role of English as one of the tools for acquiring pre-professional knowledge and skills for communicating with representatives of other linguistic cultures. Currently, there are changes in the social status of the subject "Foreign Language" at the level of secondary general education in Russia, the transformation of the English language into a means of pre-professional training in a single educational space of the Russian Federation. In this regard, new educational technologies for teaching foreign languages in secondary schools are increasingly being introduced, which include various forms of using a foreign language as a means of teaching. One of these technologies is content-language integrated learning (hereinafter referred to as CLIL technology), where teaching English is meta-subject in nature and is closely related to other subjects of the school's educational program. The aim of this article is to analyze the theory and practice of developing monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology (natural-scientific sphere of communication). The study is based on communicative, personal activity-based and integrated approaches to teaching English, aimed at developing monological speech skills among high school students in the framework of profession-oriented topics. The theoretical significance of the study lies in the fact that it specifies the provisions of the concept of specialized education in foreign languages at the level of secondary general education. The practical significance of the study is that it has empirically obtained data that allows for the effective organization of work on developing monological speech skills in English among schoolchildren in specialized pre-professional classes using CLIL technology in the natural sciences communication sphere, on the basis of the author's original course "English in the profession." The results of the study within the framework of the article are as follows: generalization of the theoretical foundations of monological speech skills development in the framework of the elective course "English in the profession," aimed at students in grades 10-11, who are interested in professions of the natural sciences sphere; empirically obtained data that allows us to effectively organize the work on the development of monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology to prepare for future communication with foreign colleagues in the professional field of natural science. The results of the study can be used in the organization of both classroom and extra-curricular activities at the level of secondary general education.