INTEGRATING IELTS/CEFR-BASED TASKS INTO ACADEMIC LYCEUM ENGLISH INSTRUCTION

Abstract

This article examines the integration of IELTS- and CEFR-based tasks into English language instruction at academic lyceums. As global educational standards increasingly emphasize communicative competence and measurable learning outcomes, aligning national curricula with internationally recognized frameworks such as IELTS and the Common European Framework of Reference for Languages (CEFR) has become essential. The study analyzes practical strategies for incorporating IELTS-style reading, listening, writing, and speaking tasks into academic lyceum lessons while maintaining alignment with national educational objectives. The article highlights pedagogical benefits, implementation challenges, and expected learning outcomes of such integration.