The introduction highlights a contradiction between a small number of training hours on non-major subject «Foreign language» and the requirements of leading approaches in education (competence-based, communicative) – the ability of non-linguistic students to use the foreign language in professional-oriented communication. The theoretical analysis is devoted to substantiating speech patterns teaching principle as the leading methodological path in professionally-oriented foreign language teaching. For empirical analysis the author extrapolates the intensive training methodology of G. A. Kitaygorodskaya for the stages of educational activities while forming speech skills based on subject area speech patterns. The description of the stages is accompanied by examples of specific educational tasks and types of language learning activities. The conclusion contains results indicating the value of speech patterns based language teaching for non-linguistic students which allows solving the problem of limited training hours and meet the requirement to minimize the volume of language while saving communicative functions of learners’ speech.