IMPLEMENTATION OF INTEGRATED CONTENT LINES IN FOREIGN L ANGUAGE LESSONS IN GRADES 5-6 OF GYMNASIUMS

Abstract

The author has set herself a task to clarify the essence of the concept of «integrated content lines» and reveal the peculiarities of their implementation in the process of teaching a foreign language to students of gymnasiums in grades 5—6 in accordance with the competence-based approach. To perform it, she deeply analyzed the new regulatory documents on basic secondary education, including teaching in gymnasiums; determined the essence of integrated content lines in the educational process as a whole and in the foreign language course of the gymnasium in particular. The article describes four integrated content lines in teaching foreign languages to students in grades 5—6, which are correlated with individual key competencies, their common skills are highlighted. Examples of correlation between integrated content lines and individual key competencies, as well as their duplications are given. According to the author, it is necessary to carefully review the curricula and remove those skills that are duplicated in the integrated content lines and key competences.