Introduction. The article discusses the process of preparing future English teachers for extracurricular activities. The urgency of the problem is specified. The goal is to show the process of planning, organizing and implementing the preparation of future English teachers for conducting extracurricular work at school on the example of the experience of the Department of Foreign Languages at the pedagogical university.

Materials and methods. The main research methods are the analysis of pedagogical literature on the problem of extracurricular work and future teachers training. Empirical methods are: pedagogical experiment, pedagogical observation, the method of peer assessment, conversation, questioning.

Results. The paper defines the concept of extracurricular activity, enumerates the purposes of organizing extracurricular work at school, corresponding to the results of mastering the basic educational programmes. The concept of professional readiness for conducting extracurricular work on the subject is considered. The development of the model for future teachers training to conduct extracurricular work at school is shown. Examples of activities in the work of the Department of Foreign Languages of the pedagogical university to prepare future teachers for extracurricular work are given. The study analyzes the results of the survey among the students of the pedagogical university on their readiness for extracurricular work. The authors give some recommendations on future English teachers training to conduct extracurricular work.

Discussion. It is emphasized that of all the three components in students training to conduct extracurricular work, the component of professionally important personal qualities is the most difficult element to teach while the components of knowledge and skills are formed rather quickly.

Conclusion. The conclusion about the effectiveness of the proposed model and the effectiveness of the department’s work in preparing future teachers for conducting extracurricular activities on the subject is made.

• The components of future English teachers readiness to conduct extracurricular work on the subject are specified;
• The model to train future teachers to conduct extracurricular work on the subject has been developed;
• The set of actions directed on future teachers training to conduct extracurricular work on the subject is presented.

1. Zhdanova N.М., Milovanova L.A., Razlivinskih I.N. (2016) Formirovanie professional'nyh kompetencij u budushchih uchitelej nachal'nyh klassov v processe ih podgotovki k osushchestvleniyu vneurochnoj deyatel'nosti mladshih shkol'nikov [Forming professional competences of future primary school teachers in the process of their training to conduct extracurricular activities of primary school students] Teoreticheskie i prakticheskie aspekty psihologii i pedagogiki.Ufa, Aehterna Publ. (In Russian).

2. Ivanova I.V., Skandarova N.B., Aleksanov V.V. (2016) Osvaivaem FGOS. Programmy vneurochnoj deyatel’nosti dlya osnovnogo obshchego obrazovaniya [Mastering Federal State Standard. Programs of extracurricular activities for Secondary General Education] Kaluga, Kaluzhskij Gosudarstvennyj Universitet im. K.Eh. Ciolkovskogo Publ. (In Russian).

3. Larionova T.P. (2014) Organizaciya vneurochnoj deyatel’nosti v sisteme professional’nogo obrazovaniya [Organization of extracurricular activities in the system of vocational training] Aktual’nye voprosy modernizacii rossijskogo obrazovaniya: materialy Mezhdunarodnoj nauchno-prakticheskoj konferencii. Centr nauchnoj mysli. Moscow, Sputnik+ Publ., pp. 80–85. (In Russian).

4. Smolina A.Yu. (2017) Organizaciya vneurochnoj deyatel’nosti po anglijskomu yazyku v nachal’noj shkole [Organization of extracurricular activities in English in primary school] Teoriya i metodika obucheniya inostarannym yazykam i smezhnym lingvokul’turologicheskim discyplinam: sbornik materialov Vserosijskoj nauchno-prakticheskoj konferencii. Dimitrovgrad, Dimitrovgradskij inzhenerno-tehnologicheskij institut - filial Nacional’nogo issledovatel’skogo yadernogo universiteta „MIFI” Publ., pp. 57–60. (In Russian).

5. Hohlova L.R. (2015) Vneurochnaya rabota: KVN: anglijskij yazyk, II–IV klassy [Extracurricular Work: KVN: English for II–IV forms] Nachal’naya Shkola. 1, 60–61. (In Russian).

6. Ed. Mazurova E.G., Mazurov B.F. (2015) Vneurochnaya deyatel’nost’ v shkole: lushchie programmy regional’nyh innovacionnyh ploshchadok (opyt raboty) [Extracurricular activities at school: the best programs of regional innovation sites (experience of work)] Hanty-Mansijsk, Centr informatizacii AU “Institut razvitiya obrazovaniya” Publ. (In Russian).

7. Lukanova N.Yu. (2014) Otnoshenie ponyatij “vneshkol’naya rabota”, “vneklassnaya rabota” i “vneurochnaya rabota” [Relation of “out-of-school activities”, “after-class activities” and “extracurricular work”] Aktual’nye problemy psihologo-pedagogicheskogo soprovozhdeniya obrazovania v usloviyah realizacii FGOS novogo pokoleniya: sbornik materialov Vserosijskoj nauchno-prakticheskoj konferencii.Moscow, Prometej Publ., p. 18. (In Russian).

8. Alipulatova N.S. (2013) Rol’ vneurochnoj raboty po inostrannomu yazyku v dialoge kul’tur [Role of extracurricular activities in a foreign language in the dialogue of cultures] Izvestiya Dagestanskogo Gosugarstvennogo Pedagogicheskogo universiteta. 1. 22, 104 – 106. (In Russian).

9. Chelpanova E.V., Zyryanova A.V., Kalugina E.V. (2013) Aktual’nye voprosy realizacii Federal’nogo gosudarstvennogo obrazovatel’nogo standarta vtorogo pokoleniya po inostrannomu yazyku: metodicheskie rekomendacii [Urgent issues of realization of Federal State Educational Standard of the second generation in a Foreign Language] Chelyabinsk, Izd-vo CICERO Publ. (In Russian).

10. Abramova V.I. (2007) Vneurochnaya nauchno-issledovatel’skaya rabota studentov kak sredstvo formirovaniya professional’noj kompetentnosti budushchih uchitelej [Extracurricular research work of students as means to form future teachers’ professional competence] Omskij nauchnyj vestnik. 5. 59, 194–197. (In Russian).

11. Harchenko Ya.S. (2016) Vneurochnaya rabota so studentami po informatike i IKT [Extracurricular work with students in computer science and ICT] Internet-tekhnologii v obrazovanii: sbornik materialov Vserosijskoj s mezhdunarodnym uchastiem nauchno-prakticheskoj konferencii. Cheboksary, Chuvashskij gosudarstvennyj pedagogicheskij universitet im. I Ya. Yakovleva Publ.,  137–140. (In Russian).

12. Proshkin E.N., Glushchenko A.A., Kireeva N.S., Kanyaeva O.M., Mar’in D.M., Proshkina A.E. (2018) Organizaciya vyezdnyh zanyatij i vneurochnaya rabota so studentami [Organization of out-of class activities and extracurricular work with students] Innovacionnye tekhnologii v vysshem obrazovanii: sbornik materialov Nacional’noj nauchno-prakticheskoj konferencii. Ul’yanovsk, Ul’yanovskij gosudarstvennyj agrarnyj universitet im. P.A. Stolypina Publ., pp. 228–231. (In Russian).

13. Gorohova G.V. (2008) Kul’tiviruya tolerantnost’: vospiatelnyj potencial predmeta “Inostrannyj yazyk” [Cultivating tolerance: upbringing potential of the subject “Foreign Language”] Vestnik Kostromskogo gosudarstvennogo universiteta im. A.N. Nekrasova. Vol.14 (4), 367–370. (In Russian).

14. Plehova R.I. (2010) Vneurochnaya rabota po nemeckomu yazyku [Extracurricular work in German] Inostrannye yazyki v shkole. 5, 45–49. (in Russian).

15. Tyunnikov Yu. (2016) Interrelation of Evaluation and Self-Evaluation in The Diagnostic Procedures to Assess Teachers’ Readiness Innovation. European Journal of Contemporary Education. 16 (2), 248–256. DOI: 10.13187/ejced.2016.16.248.

16. Matuszak A., Polenta S., Belousova N., Maltsev V., Uvarina N. (2018) How Teachers-to-Be Acquire Skills To Transfer Civic Values to Primary School Contexts. Espacios. 39 (21), 17.

17. Xiao J. (2012) Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance education. 33 (3), 365–380. DOI: 10.1080/01587919.2012.723167.

18. Hursen C., Fasli F.G. (2017) Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education. European Journal of Contemporary Education. 6 (2), 264–279. DOI: 10.13187/ejced.2017.2.264.

19. Aczel, P. (2017) Virtual Reality in Education – Has Education Progressed Thanks to VR? Informacjos Tarsadalom. 17 (4), 7.

20. Il’in S.S. (1999) Psihologicheskaya gotovnost’ k upravlencheskim professiyam i eyo diagnostika [Psychological readiness to managing professions and its diagnostics] Prikladnaya psihologia. 4, 1–11. (In Russian).