It is noted that in higher professional education there is a global trend of the growing number of students combining the process of studying at the University with employment in the workplace in order to form a basis for their future professional and specialized career. Modern researches of the existing educational standards reveal the fact that there are practically no models meeting the needs of a new perspective on the organization of professionally-oriented training. It is suggested that the topological description on the basis of the graph theory, namely the cognitive model which has already been tested in the study of such problems in education should be used as a theoretical and methodological basis of the study. The cognitive model allows to involve the available model descriptions of educational processes, namely, structural-dynamic descriptions interpreted in this case as logical-semantic and causal. A multi-circuit cognitive model of professionally-oriented education based on the integration of competencies is proposed. The authors propose a multi-circuit cognitive model of professionally-oriented education based on the integration of competencies. The Central place in the model is given to the target chain of factors: Integration of competences → Professional competences → Educational and production process. This model helps transmit and synchronize signals across all model contours, continuously initialize the target model functioning, and analyze the achieved level of professional competencies in the integration process. It is on this axis that all four contours of the model are strung, which eliminates the loss of the target determination of the structure. The model implements the principle of professional orientation of education. Thus it is possible to balance the advantages of the educational competences received as a result of educational process, as well as the peculiarities of the production competences generated in manufacturing by means of their integration. Professional competencies in the model do not dominate, but rather are the result of continuous integration of both educational and industrial competencies.

The article considers reading as one of the most important types of communicative and cognitive activity. Reading is a means of information and educational activities, as well as a means of studying the national language and languages and cultures of other peoples. With the development of the Internet, the opportunities for learning foreign languages, including English, have increased significantly. As English is spoken internationally, the Internet space is filled with information in English, which also fulfills the teaching role at the educational institutions. There have been considered the online resources that can help in teaching and learning a foreign language

The article deals with the analysis of the “subterfuge strategy”, ten tactics of its implementation in the novel by J. Heller “Catch-22”. The article focuses on the manipulative potential of these tactics and the language means used to carry it out. The “subterfuge” strategy is treated as a direct violation of the norms of interaction and the main principle of cooperation. Its main goal is to conceal the speaker’s true intention in communicative situations of rivalry, hiding the truth, accusation, threat, aggression, reproach, flattery, silencing, protecting one’s own interests and value orientations, misleading, etc . Pragmatically the “subterfuge strategy” incorporates the characteristics of various types of speech actions such as: assertives, directives, expressiives, commissives, orders, demands, etc. All of them convey specific psychological states of the interlocutors. The paper focuses on the implementation of the subterfuge strategy through ten tactics: tactics of ignorance; tactics of expressing open disrespect; tactics of attacking, intimidation (transition to personality); tactics of making aggressive remarks under the guise of a joke and irony; tactics of question-to-question response; tactics of the game on self-esteem; compromising and belittling tactics; tactics of accusation and provoking feelings of guilt; persuasion tactics; tactics of question attack.

The article considers reading as one of the essential types of students' communicative and cognitive activities. Reading as a speech activity is focused on extracting information from the text and carries out different functions: it makes for the practical development of a foreign language; it is a way of learning language and culture, a means of information and educational activities and self-development. Reading is a means of acquiring knowledge in various spheres of speech activity in learning foreign language that can help to adapt in a foreign communicative environment. Reading strategies for successful application of a foreign language are considered. The classification of types of reading is given. It has been inferred that there is a need to introduce into the program of effective teaching a foreign language the aspect of reading various types of texts.