Ключевое слово: «scientific concepts»

The article examines theoretical and practical approaches to implementing the CLIL (Content and Language Integrated Learning) methodology in the process of forming scientific concepts among 3rd–4th grade students. The relevance of the research is determined by the need for early development of subject-language competence, which enables younger students to acquire elements of natural science content in English [1]. The paper analyzes the principles of CLIL, age-related characteristics of younger learners [4], pedagogical conditions for successful integrated learning, and presents methodological solutions for natural science lessons taught in English. The research is based on the analysis of scientific and pedagogical literature, observation, elements of a pedagogical experiment, and comparative analysis of educational materials. It has been shown that the use of CLIL contributes to the formation of basic scientific concepts, the development of cognitive activity and foreign language communicative competence.