The present study is aimed at checking the efficiency of the four thinking-based communicative teaching strategies: guided discussions, role-based group work, the use of thinking maps, creative writing for developing professional communication skills in veterinary undergraduate students in the ESP class. These strategies were used to instruct a 72-hour ESP course at Omsk State Agrarian University. The comparative analysis of students' performance in the experimental and control groups in the end-course examination and direct teacher observation in class allows the conclusion about the efficiency of the implemented strategies. The study produced several findings. 1. If students are equipped with the thinking mapping strategy and the creative writing 4-step management strategy, they perform better in reading, writing, and speaking and they are more organized in learning. 2. The role-based group work proved to be the most effective in relation to practicing reading, speaking and listening skills. 3. Although a guided discussion was really an effective strategy to engage students into intellectual communication, there is still the need for further development in all-level communication engagement of the students. 4. The traditional teaching methods such as grammar and vocabulary drills proved to be more beneficial for mastering grammar structures and profession-related terminology.