The article reveals the knowledge of a foreign language that implies not only the ability to speak or write in a foreign language but conducting intercultural dialogue, which requires not only language, but also cultural, country studies and other training. Readiness for film intercultural communication is the key to success both in the professional sphere and in the sphere of personal self-realization.Also it was focused on the most effective method of work will be a conversation about whether the expectations associated with the title of the film and the illustration on the cover were met. The use of authentic feature films in the process of teaching a foreign language has become firmly established in the practice of modern school and University teaching. but also more broadly -to conduct intercultural dialogue, which requires not only language, but also cultural, country studies and other training. The analysis of methodical literature confirms the expediency of using authentic feature films in the process of teaching a foreign language.

The article is devoted to the analysis of the significance of the fundamental provisions of the activity approach in the study of the mechanisms of assimilation of social experience. The essence of the activity approach is revealed when considering any mental phenomenon and process in its formation and functioning through the prism of the category of activity. The basis of this approach is, of course, the general psychological theory of activity, and the approach itself is an application of this theory to the study and formation of mental processes and properties. The article shows the historical insight into the development of the activity approach and its significance for the process of assimilating the social experience of previous generations, which is possible due to the activity of the exercise, carried out in specially organized conditions. The modern approaches of psychological and pedagogical mechanisms for mastering social experience are considered, as well as from the position of the activity approach, the results of the author's empirical research on the identification of the system of conditions for the successful updating of skills are reflected. Three components of its subsystem (group of conditions) are identified and the content of the main conditions in the composition of each of these groups is investigated: the process of assimilation; storage method; organization of "business" activity, contributing to the actualization of knowledge and skills. A model of science-based knowledge and skills training has been built, the success of which is due to the consideration of the psychological mechanisms of actualization.

This article attempts to consider the value of the P. I. Galperin's theory on phased formation of mental actions and concepts as the first stage in the development of the assimilation activity theory of social experience and to show the relevance of using it as the method in order to study the formation of human mental activation. The study presents significance of the fundamental assumptions of the theory of staged (planned) formation of mental actions by P.I. Galperin for the further development of the activity theory of learning The importance, relevance and effectiveness of the use of the theory of systematic step-by-step formation of mental actions and concepts created by P.I. Galperin in general practice of teaching and in the practice of school education, in particular, as well as other forms of education are substantiated. The role and importance of the scientist in the systematization of the so-called basic characteristics of subject-specific skills, methods of their development, as well as the connection of these characteristics with the actualization have been indicated. Thus, more than 60-year history of existence and development of the theory of step-by-step (planned) formation of mental actions of P.I. Galperin gives all grounds to assert that scientifically grounded use of this approach allows to successfully realize many theoretical and methodological and practical problems. Key words: activity approach, psychological theory of activity, activity theory of teaching, theory of step-by-step (planned) formation of mental actions, structure of activity.

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