Features of an integrated lesson of foreign literature and english language

Abstract

The article emphasizes the need for theoretical substantiation of the features of the integrated lesson of foreign literature and English. Emphasis is placed on the problem of integration in general and integrated learning inparticular. The issue of continuous updating and development of the educational process is considered. It is noted that forms of integrated lessons have their own peculiarities; they all have many differences, but they also share a common trait: the efficiency of allocating time spent on learning and learning, and stimulating global thinking instead of closed and highly specialized. The focus is that simply reading and translating a piece of art is not enough for meaningful analysis and an objective evaluation of the work by students.