Abstract
The main goal of learning a foreign language is to master communicative competence in this language. To do this, it is important to use effective units of speech competence development in the learning process.The «New Dictionary of Methodological Terms and Concepts (theory and practice of language teaching)» notes that «speech competence is part of the communicative competence. It means the possession of ways of forming and formulating thoughts through language and the ability to use such methods in the process of perception and generation of speech. In turn, the development of profile-oriented foreign language speech of high school students can occur through the use of a professionally-oriented approach to teaching a foreign language, which provides for the formation of their ability to communicate in a foreign language in specific professional, business, scientific fields and situations, taking into account the peculiarities of professional thinking. This approach can be applied in biology, chemistry, and physics classes taught in English in high school.In connection with the active development of science in the field of education, linguistics, methodology, more and more attention is paid to the search and application of new and effective methods in teaching a foreign language as the main subject and subjects studied in a foreign language. In our research, we propose to introduce elements of semantic paradigms as learning units into modern foreign language teaching technologies to enrich vocabulary in the development of profile-oriented foreign language speech of high school students. Semantic paradigms are lexical groupings based on semantic proximity or opposites, even formal identity and semantic remoteness in a broad sense (in case of homonymy), the components of which correlate with each other on certain grounds. Based on the analysis of the 10th grade biology textbook in English, exercises were proposed using semantic paradigms included in different teaching methods