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The article is dedicated to the issues of using CLIL methodology in the process of future English language teachers’ study in contemporary higher educational establishments of Ukraine. The general principles of the methodology, its advantages and disadvantages are explained. The peculiarities of planning and carrying out classes after CLIL methodology, selection of tasks and their types are pointed out.

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Advantages of using CLIL methodology in the process of future English language teachers’ study in contemporary higher educational establishments of Ukraine