Nowadays any field of enterprise demands innovative and informative specialists with a comprehensive knowledge of the international languages. The future specialists are founded for the knowledge acquisition at school. The main purposeful mission of the educational policy of Nazarbayev Intellectual Schools is to bring up future Kazakhstan citizens with deep knowledge,  educate speaking skills of three languages, appreciate the culture of their country and respect the other countries culture of global vision. The NIS's trilingual training policy is said: “Studying subjects in Kazakh, Russian and English contributes to expanding access to supplementary information, new development prospects and a deeper understanding of other cultures. Grateful of the created trilingual sphere is increasedstudents' potential, flexibility, critical and creative thinking, intercultural relationship, the ability of respect themselves and others also desire learning language skills”. In Russian and one Kazakh groups of 11^th  grades studying Physics in English is mastered in the content of Physics is going to propose research work carried out in the 2019-2020 academic year to determine the effectiveness of the CLIL technology in the developing of scientific and students’ language skills. Due to the fact the need of researching is firstly, students in the 11^th grade have difficulties in expressing their thoughts using keywords in the implementation of Physics tasks and speaking the academic language, secondly, in previous years, when analyzing of the 12^th grade students’ results of the external summative assessment exam, we noticed that the indicators for the 2^nd component were lower.  In accordance to the course of the studying a wide range of CLIL methods were selected according to the content of the lesson developed skills were identified by a series of sequential lessons were taught with the purpose of training. The 11th grade students who participated in the studying showed 100 percent quality in the external quantity assessment as a result of the 2020-2021 academic year.

In order to establish a meaningful dialogue in English, various interactive methods have been introduced into our practice. To discuss the theory and test the readiness of students for homework, the method of "mixed" (Mingle) activated learning was used. According to the rules, each student was given a sheet with questions on the topic. The student asks the written questions to other students and identifies the students who know the answer. In order to support students in asking questions, they were given the necessary phrases for compiling sentences. For example: “Find someone who know/ answer/ explain.”, etc. As a result of the dialogue, students are developed the ability to ask oral questions in English, the content was discussed during the dialogue between two students. When applying this method, it was advantageous for the teacher to intervene and participate in a group of students, since it was possible for us to obtain more information when we participate as part of it, as opposed to observing the process from the outside. This was a very effective method, since it was necessary to raise the level of our own in English. Its effectiveness is due not only to the consolidation of the student's theoretical knowledge, but also to the fact that through their interaction with each other, the skills of oral speech, through the use of high-level questions, the cognitive skills of the student were developed. In addition, students’ assessment of each other was carried out and the effectiveness of the method increased. Another example is the following task, which was used when describing graphs in the “Kinematics” section. One of the methods used in kinematics to develop the skill of describing graphs is “Pictionary”, when one of the two students in a pair tells the characteristics of the graph and the other draws the graph according to their listening. Using this method, the student's listening skills are developed and subject knowledge is improved through language. The use of academic vocabulary in lessons has played an important role in understanding the concepts taught in the subject. In order for students to understand the culture of the subject and prepare a comparative analysis of the practical application of theory on the topic in life situations, the task was given to lead a small study.

To sum up, we would like to draw the following concept: the use of CLIL technology in English classes, first of all, a subject studied in a second language, increases the competence of teachers’ speaking English. As a result of it students also academic language skills are developed. Research has shown that deliberate, precise keyword learning strategies can replenish students ' vocabulary and improve their understanding of reading texts containing the same words. In the course of using the above methods, it was possible for students to learn content, exchange information and establish relationships with others during differentiation. And linking theory with life and analyzing the directions of its application in practice contributed to the development of students ' research culture.

1.The NIS's trilingual training policy 2.Do Coyle, 2007. “Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies”. International Journal of Bilingual Education and Bilingualism, 10:5, 543-562, DOI: 10.2167/beb459.0 3.De Graaff, R. et al. 2007. “An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)”. International Journal of Bilingual Education and Bilingualism 10/5, 603-624. 4.The main results of research on the CLIL project in Taraz State Pedagogical University, Kozhamzharova D.P., Issabekova G.B. , Duisenova N.T., Akhmetova A., Eskermesova G/ Practical Languages department, Philology