The purpose of our research is to analyze all components of cognitive activityin terms of their facilitative function, including, in some cases, English lessons.Methods of the research. The following theoretical methods of the researchwere used to solve the tasks formulated in the article: a categorical method,structural and functional methods, the methods of the analysis, systematization,modeling, generalization.The results of the research. It was justified that any activity contained in itsstructure some blocks interacting with each other: the first block – the block ofneeds, motives, interests; the second block – the operational one, which contains the system of operations, actions and their goals; the third block – the blockof business and interpersonal communication related to any kind of cognitiveactivity at the English lessons.It was proved that there was a pattern that made it possible to changeinterpersonal relationships in a group of students (updating the 1st block),and not to act directly from the point of view of these relationships, but toorganize the cognitive activity of pupils (updating the 2nd block). Purposefulrestructuring of these stages and goals of the activity (updating the 2nd block),due to the direct dependence on many external factors, will change the natureof the relationships in the group (updating the 1st block). In turn, the changesof interpersonal relationships (updating the 3d block) facilitates changes in the1st and the 2nd blocks, which will help to shape the needs, motives, interests ofpupils. Based on this regularity, we can clearly outline the role of facilitation in thedata of interacting blocks of cognitive activity. Facilitation involves changing theposition of a methodologist, a teacher in the process of teaching. By updating atthe level of all blocks, the teacher skillfully facilitates (manages, directs, assists)pupils in their learning activities. Therefore, there is a certain new formation,where the main figure is the schoolboy / schoolgirl as the subject of his / her owncognitive activity; a methodologist (a teacher) only uses all the opportunities ofthe educational environment, directs the student’s activities in order to furtherdevelopment of his / her personality.The following functions of facilitation are offered: the function of stimulation,the function of actualization, the function of forming the sovereigntyof the pupils’ personalities, managing the educational process, the function ofinteraction, the function of creative educational environment.Conclusions. It was proved that all the exercises proposed by the authorwere facultative in their content. The facilitative context contains the tablesoffered by the teacher as samples and models at the beginning of each exercise.Pupils used to feel the facilitative relationships do not simply modify theeducational environment, but radically transform it. Thus, the environment itselfbecomes a condition of their success in each situation. Interpersonal relationshipsof recognition of value, acceptance, trust created in the environment are theincentive for pupils to participation in their creative activities. These relationships,we believe, are largely effective in facilitating learning. First of all, expressivenessand «naturalness» are not the artificiality of the facilitator, the willingness to bea personality, to have and to feel the feelings and thoughts of a certain moment.When this «authenticity» includes attitudes of value, care, trust and respect for each pupil, the climate for the effective learning process can be created. Whenall these factors include sensory and empathetic listening to its content, thenthere is a climate of release that stimulates self-initiation of pupils who study.