Improving Writing Abilities by Using GLIL in Teaching Geography

Research work answers the questions like what is the effectiveness of the CLIL method in the development of speaking and writing skills of students in geography lessons? The main problem in the study is the emergence of difficulties in understanding the content of the subject in students studying geography in a second language. The reason is the uncertainty of the content of geography in the Kazakh language by the students of the Russian class, as a result of which the idea cannot be written in the Kazakh language during the performance of the forming and summary assessment tasks. The relevance of the study lies in the application in practice of integrated subject and language learning in modern samples of lessons. Integrated learning subject matter and language /GLIL/ learning the subjects through a second/third languages. The study provided for the simultaneous implementation of subject and language objectives for educational purposes. The study used methods of questioning, interview, communication, communication with a psychologist, curator, parents, teachers of the Kazakh language. During the lesson, various approaches of the GLIL method aimed at the formation of subject knowledge were studied, as well as the positive and negative sides were evaluated. The study provides examples of writing by GordanStorbort, Alan Crawford, and studied the second language and studied the subject area, the mastery of language is the main achievement of the student in the integration of the subject and language, as well as a method aimed at the study of the subject and the study of language through the subject. Jim Cummins in 2004, as a result of his study by immigrants in Canada, determined that it takes two or three years to learn a second/third language to acquire basic interpersonal communication skills, and it takes five years for cognitive academic skills, and we are confident that the results of the research will be clear in the coming years.