Introduction. The development of professional foreign language communicative competence is one of the main goals of teaching a foreign language in a non-linguistic university. Achieving this goal is possible in the context of an integrated approach to teaching a foreign language and a specialized major. However, the implementation of content and language integrated learning requires the development of subject-thematic content of education and a complex of problem solving foreign language tasks that have intra-profile specialization and reflect the specifics of the future professional activities of graduates of a specific profile of education. The purpose of the work is to develop a method for content and language integrated learning and its verification in the course of experimental learning. Materials and methods. The study involved 2nd year students (N = 40) studying "Technology of production and processing of livestock products" of the Emperor Peter I Voronezh State Agrarian University (Russian Federation). To check the effectiveness of the method for the experimental group, a selection of the subject-thematic content of training was carried out and a complex of foreign language integrative tasks was developed, reflecting the specifics of this training profile. The control group took a traditional English course for specific purposes. The following were investigated: professional vocabulary, grammar, reading, monologue and dialogical speech and professionally oriented educational content. To process the results obtained, the Student's t-test was used. Research results. The results showed that the integrated approach proved to be effective in mastering students' professional vocabulary (t = 0.23; p ≤ 0.05) and grammatical material (t = 0.56; p ≤ 0.05), the development of monologue and dialogical speech (t = 0.17; p ≤ 0.05), as well as performing tasks of a professional orientation (t = 0.23; p ≤ 0.05). At the same time, statistical data processing did not show an improvement in the results of students in the development of learning to read in a foreign language (t = 2.65; p> 0.05), which can be explained by the students' possession of reading skills at a high level by the time of participation in the experiment. Conclusion. The novelty of the study lies in the definition of the subject-thematic content of the integrated course and the development of a complex of foreign language problematic tasks, reflecting the specifics of the future professional activities of students of "Technology of production and processing of animal products." The results obtained can be used in the development of a methodology for the content and language integrated teaching of students in other non-linguistic areas of training.