The article considers the problem of using CLIL method (Content and Language Integrated Learning) in the primary English classroom. The paper examines the peculiarities of CLIL approach to teaching primary school English, describes the methodology of subject-language integrated primary education. The researchers identify the components of primary English language education, reveal the specificity of CLIL method application at the initial stage of training, suggest the ways of its practical realization, and herein lies scientific originality of the study. The research findings are as follows: the authors identify the prospects for integration of educational disciplines “Surrounding World” and “Foreign Language”, provide examples of tasks which can be used at the integrated English-Surrounding World lessons for primary schoolchildren.