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In modern linguistics, there is a great interest in the analysis of linguistic and cultural material in the process of teaching languages, an anthropocentric paradigm is formed, the language is considered not only within its communicative and cognitive function, but as a kind of cultural code of individual linguistic and cultural communities. The purpose of this scientific article is to study the manifestation of linguistic and cultural worldview and to study the linguistic and cultural aspect of learning English through phraseological level units. The study of the conceptual structure allows us to identify deeper and more significant properties of an object or phenomenon. Such properties represent generalized features of an object or phenomenon that are considered the most important and necessary for their identification, since the features of an object or phenomenon form the structure of the concept. The object of this scientific article is phraseological units that express the concepts of the inner world of a person, the specifics of their functioning and interpretation in the English language, and aspects of their use in the process of teaching English. All the subtleties of a nation's culture are reflected in its language, which is specific and unique since it captures the world and the person in it in different ways (BUYANOVA, 1998). “Therefore, the problem of the relationship between language and culture occupies one of the Central places in the problems of research conducted in the field of linguoculturology and cognitive science.”. Linguoculturology is the branch of linguistics that emerged at the intersection of linguistics and cultural studies and exploring the manifestations of the culture of the people, which were reflected and fixed in the language (VERESHCHAGIN, 1982).

Teaching English is based on the development and improvement of lexical skills, the appropriate use of words, phrases, idioms that are most suitable for describing a particular situation. Understanding words and expressions allows us to convey the meaning of our intentions in the process of communication. The goal of a teacher of a foreign language is to gradually expand the vocabulary of the student and activate the studied vocabulary by organizing a system of exercises that stimulate communicative expressions. «The secondary language personality is viewed by modern linguistics as abilities to communicate in foreign languages. It is difficult to overestimate the importance of that conclusion for the process of teaching a foreign language as it assumes basic distinctions in the choice of teaching methods for various groups of language learners». One of the major problems in learning English is listening comprehension. This problem is faced not only by beginners, but also people with a high level of knowledge. One of the effective teaching methods is to include video materials in the learning process at the English lessons.

In the paper we make an attempt to analyze linguistic and cultural descriptions of phraseological units of English, Russian and French reflecting the category of time. In the study of each language about 200 of phraseological units associated with the category of time were taken, which were divided into 5 groups representing different phraseo-semantic concepts. We have carried out a semantic analysis of the data of phraseological units identified by national-cultural peculiarities of expression of time category. The results can be used in the practice of teaching English, Russian and French as foreign languages, in courses on linguistics, and are also taken into account compiling dictionaries.