Teaching a foreign language in the process of preparing future teachers is guided by the needs of the modern school system, in which reforms are being actively implemented. The meta-subject approach at school serves as the basis for planning learning outcomes. For example, in biology, foreign language, and physics classes, students are not only expected to know the laws and principles of a particular field of science but also to be able to embed this knowledge into an integral system of worldviews. The implementation of the idea of tri-lingualism in school education increases the role of a foreign language in the cognitive process of students. When using the meta-subject approach, English serves not only the communication needs but also for contributes in the development of meta-cognitive processes. The study of natural disciplines in Kazakh pedagogical universities is carried out not only in the Kazakh and Russian languages, but also in English. Future teachers of biology, chemistry, mathematics, and physics ought to master the basics of the natural sciences and methods of teaching them, by using the knowledge of a foreign language as a source of relevant scientific facts. This article analyzes the possibilities of a metasubject approach in the practice of teaching a foreign language to future teachers of natural sciences. By substantiating the concept of the meta-subject potential of a foreign language, the main categories associated with meta-cognition through diagnosing students' readiness to use these ideas, one can build a foreign language education program for future teachers. Contribution/Originality:This is study about the readiness of future teachers to use the meta-subject potential of a foreign language in their professional activities. This study shows how to develop a target module of the program for foreign language training of future teachers for teaching natural sciences in English. The developed program was subsequently implemented in the process of teaching natural sciences to students of a pedagogical university.

A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.