The article is dedicated to the problem of content and language integrated learning (CLIL) in modern methodical and scientific literature of native and foreign scholars. The notion CLIL is explained, the analysis of scholars' views regarding advantaged of using content and language integrated learning when studying a foreign language is presented. Advantages and disadvantaged of the presented methodology are pointed out. The main advantages of CLIL methodology are encouraging to study a foreign language, the development of creative mental abilities of learners, purposeful mastering of lexical units by them. The importance of the presented methodology is in the fact that learners acquire knowledge in other subjects which that will use in their future professional activity.

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The primary purpose of Ukrainian higher education system is to create professional communicative competences of future philologists, i.e. the ability to solve communicative tasks in the sphere of their future professional activity. Many graduates aspire to work not only at secondary educational establishments, but also in big transnational companies, where the office language is English. Therefore, the increasing pressure of globalization changes our images of education, and good knowledge continues to provide the employment of future graduates. That is why learning English with the purpose of further development of future career is becoming extremely important. And the accent of learning the English language is being replaced to immediacy and clearness of communication. Decreasing class hours, giving a great amount of hours to individual work requires from teachers to change the traditional methodology of learning English and turn to contemporary world experience. CLIL methodology of studying the English language is becoming more widespread in the world teaching practice. The article is dedicated to the problem of implementation of content and language integrated learning (CLIL) in the process of teaching the History of the English language for the 4 th-year students of higher educational establishments of Ukraine. The main goal of the article is to show the advantages of using the methodology (CLIL) in the course of History of the Basic Language (English) by the 4 th-year students of the foreign philology departments in higher educational establishments of Ukraine, to analyze the main periods of perfect forms formation in English with the purpose of acquiring and deepening the knowledge of English necessary for their future professional activity. Advantages of the presented methodology are represented, as well. The main advantages of CLIL methodology are encouraging to study the English language, the development of creative mental abilities of students, purposeful mastering of the History of the English language. The importance of the presented methodology is in the fact that learners acquire knowledge in the History of the English language which they will use in their future professional activity.

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.