Introduction. The article substantiates the relevance of the use of the case method for training in a foreign language, because this method introduces the students to the creative activity. This activity consists in self-finding the necessary resources for disclosure of educational topics, the analysis of the material, the attempt to systematize selected material and use it in certain situations; try to comment their point of view on the issue. Different forms are used by the teacher during the case-method to develop communication skills of students. The purpose of the article is to justify the effectiveness of the case-method in order to increase the cognitive activity of students and the level of knowledge of a foreign language of students.

Materials and methods. The authors focused on the didactic principles used in the study; the main qualities that students have tried to form during the case method; the goals set in the course of foreign language classes. The main methods of research were: the analysis of scientific, journalistic, literary fiction devoted to the problem of drug addiction, problem, discussion, game, dialogue, solution of situational problems.

Results. The authors held scientific-practical study, developed a model classes with the use of a case-method, which promotes cognitive activity of trainees. This model increases the level of knowledge of students. The result of the case was a creative product of students – a program to combat drug addiction, some provisions of which can be used by organizations engaged in preventive work with young people. The authors presented the algorithm of the lesson using the case-method. They revealed effective methods, methods of case management, forms of work with students.

Discussion. It should be noted that the results of the study are supported by the acquired knowledge (new lexical units, lexical patterns, grammatical structures) and applied during the discussion and discussion of programs to combat crime. These results are received on the basis of comparative analysis of knowledge and skills of students of two experimental groups.

Conclusion. The authors draw a conclusion that the introduction of the case-method will contribute to motivating creative activity of students, their desire to extract knowledge on their own, the development of the ability of speech interaction, the ability to argue and argue their point of view on the problem, to build logical schemes for solving problems that have ambiguous solutions.