2.9. Extracurricular work. Content, types and form of organization of extracurricular work.

Extracurricular work in a foreign language is an inseparable part of educational work, proceeding from the aims the syllabus sets, it is not optional or additional. It gives an opportunity to create a language atmosphere for pupils; besides, pupils consider the not as a school subject, but as a means of communication, they use it to understand or to be understood in a situation where only English could be used, for example when corresponding with children of foreign countries, meeting a foreign delegation, seeing sound films in the English language, listening to English songs, issuing school wall-newspapers, etc. Extracurricular work helps the teacher to simulate his pupils' interest in the target language. The language becomes alive to them. Extracurricular work is of great educational value. The teacher can give his pupils a broader knowledge in geography, history, literature and art of the English-speaking countries.

The content of extracurricular work is determined by the tasks set for each form by the syllabus, pupils' interests and their age characteristics. For example, after the pupils have assimilated the linguistic material of lesson of the text book for the 6th form, during non-class activities the pupils are told to use those words and sentence patterns they have assimilated in a talk during tea. Some of the girls are told to lay the table.

Types and form of organization: individual, group and mass work. Group work includes 1."hobby" groups that work systematically; they are: play and game sections, chorus section, conversation section, reading and translation hobby groups, drama section, literature and art sections; 2.groups for temporary activities, namely to make up an album, to make a display-stand or bookstand with English books and booklets, to illustrate a story read, to organize a school library, etc.

Mass work include: the organization and holding of the assembly in the foreign language; talks in that language; pleasure parties, conferences, Olympiads and contests, excursions to films in foreign language with following discussion; dramatization of the stories of read; holding of guessing games, issuing wall-newspapers; making up school display -stands, etc.

2.10) The problem of co-teaching of language and culture in modern flt.

Learning a foreign language makes the pupil acquainted with

the life, customs and traditions of the people whose language he studies through

visual material and reading material dealing with the countries where the target

language is spoken. Foreign language teaching should promote pupils’ general

educational and cultural growth by increasing their knowledge about foreign

countries, and by acquainting them with progressive traditions of the people whose

language they study. Through learning a second language the pupil gains a deeper

insight into the nature and functioning of language as a social phenomenon. Therefore, according Kunanbayeva S.S. we can not agree with the view that we should not teach as many languages as semantic content language of the country where the language is spoken, as the language - it is the most comprehensive indicator of culture. It is well known that the more the differences between languages and cultures, the more difficult to master FL as a means of communication. The influence of such factors as belonging to different cultural and historical unity, is so great that it even determines the specific features in the training, the choice of teaching platform based lately prevails so-called cross-cultural approach to teaching foreign languages, received in foreign science and practical features of the new methodological directions.Problem of the relationship of language, society and culture, in addition to the specified scientific and didactic interest, are in the last century, the focus of philosophical, historical, cultural, socio-ethno-linguistic-and, anthropological, linguistic and other branches of science. Their proposed interpretation is not unambiguous and leave the whole range of open and unresolved problems, especially in the field of applied aspects of intercultural communication.