In this case the subject of the text activity are the analysed verbs, realization of their semantic and functional peculiarities at the micro-level (a separate word, a sentence) and macro-level (several sentences, a paragraph, several paragraphs), as well as communicative potential of the spatial semantics verbs concerning intercommunication between the speaker and the information recipient, which, in its turn, supposes the presence of a psychological structure: definition of the communication motive, purpose, problem, action and operation. Being the units of speech activity Russian and English verbs of spatial semantics mean actions which are realized in terms of statements (written, oral) in a speech act elementary units of verbal intercourse, which can be divided into four groups: 1) spatial semantics verbs, describing the location of the subject/object; 2) spatial verbs participating in speech acts, stimulating the activity of the subject/object in intercommunication; 3) spatial verbs, participating in speech acts, having inventive characteristics (description and argumentation of actions) of the state of the object/subject; 4) spatial semantics verbs, participating in speech acts, having cognitive characteristics. Semantic and functional features of the Russian and English spatial semantics verbs are considered at the microand macro-levels of the sentence with the usage of most frequent Russian and English spatial verbs, which imply: a) a system approach to the Russian and English languages research with the help of Russian and English spatial verbs; b) usage of non-reproductive training forms (mechanical learning of words and grammatical forms) when studying verbs of spatial semantics; c) a system approach to teaching materials usage, where the basic prominent features of the Russian and English languages are considered; d) psychological willingness of the student: high concentration level of cognitive processes, high degree of abilities to generalise the investigated material, productive work of the operative and long-term memory; e) transition from the quasi-professional level to the future expert level, as well as formation of expert qualities (possession of the lexical, grammatical, stylistic norms of the language under study), which finally constitutes such a concept as language intuition. In its turn, it will promote students analytical abilities formation; purposefully generalize the information and knowledge of the Russian and English spatial verbs. The support of fiction will promote the expansion of the analytical reception, passive and potential abilities of the students. Intensification of the educational process supposes involvement of all structures of educational activities, such as an educational problem/educational situation, educational actions, control, and estimation.