Abstract
The article deals with the background knowledge verbal component, namely its frequency occurrence in the idioms which described a character of the nation. Socio-cultural competence consists of country-studying and linguo-country-studying competences. Country-studying competence is students' knowledge of the culture of the country whose language is being studied (knowledge of history, geography, economy, and government, features of life, traditions and customs of the country). Linguo-country-studying competence supposes students' mastery of speech and nonspeech (facial expressions, gestures accompanying utterances) behavior of native speakers in certain communicative situations that is, the formation of students' holistic system of ideas about the national and cultural characteristics of the country. Usually participants of the communicative act try to determine the total amount of knowledge for them from the beginning and then intuitively take it into account, which is further reflected in the form and content of speech. Such general knowledge for all participants of communication is called background knowledge, in the structure of which there is a verbal component. Idioms of any language are the most valuable linguistic phenomenon which reflects the national culture, customs and beliefs, creativity and people history, which language is being learnt. Idioms are characterized by figurative motivation which is directly related to the worldview of the native people therefore, it can be argued that idioms are culturally and nationally labeled. They may be claimed to serve an appropriate source for forming the verbal component of the pupils’ country-studying competence. The exercises for the verbal component of country-studying competence building were presented. They are original texts or texts composed on purpose with idioms; pre- and post text exercises for speech skills building with the defined idioms. The tasks with the defined topic were proposed: pre-reading tasks; read the following text; post-reading tasks; agree or disagree; fill in the gap with an appropriate idiom; choose the sentence that best fits the following; make up a story to illustrate each sentence bellow.
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