The article considers the model of four soft skills, including critical thinking, cooperation, communication and creativity. The review of educational practices that allow integrating the development of soft skills in the process of teaching a foreign language is presented. Teamwork and "case-study" technology are considered as the priority forms of work within the cooperation method.  The tool to assess the increase of subject knowledge was a language test while soft skills evaluation was based on the rubricator developed for this need. The use of didactic tools resulted in an increase of both subject knowledge and soft skills which indicates a positive trend. The relevance and practical significance of the proposed didactic tools for the development of soft skills in the context of teaching the subject is emphasized. The evidence that the processes aimed at subject and super subject competencies interact is considered through the introduced hypothesis. Thus, the didactic scenarios presented in the article can be used in teaching a foreign language in order to form and develop both subject (linguistic) knowledge and super subject competencies (soft skills) included in the model of 4 C.