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Abstract: The article investigates the issues of verbal and thinking activity in the process of the flexible referential and informational reading. The authors consider the process of reading source texts and developing the program of their semantic content. The first stage of the complex bilingual activity of written translation is described, based on the close interrelation of thinking, language and speech forms and units. This stage maintains the semantic and verbal decisions as the units of receptive verbal activity of reading in the process of idea’s formation. Considering the research methodology, the authors reveal the process of identifying the idea and intention of the source text, as well as the intelligence functions, thinking units, concepts, judgements, speculations and their correlation with language and speech units. The functions of the main idea of the source text are emphasized, with much attention given to thinking as a specific activity of defining semantic, interconceptual and predicative relations between lexical units within the denotation. The latter is considered as an unrevealed idea between the parts of the sentence and language units. The article describes in detail the seven steps of moving from the source text itself to developing a fixed program of its semantic content. Based on this program, the secondary text of technical translation is created. The research provides numerous examples of texts and the three methods of their analysis, including comparative and semantic, information and targeted and semantic modeling of the source texts’ content. The authors lay emphasis on the description of verbal and thinking activity through defining the diversity of steps for its actualization in speech. This can be achieved by developing various types of writing and think-aloud methods to the reading and thinking exercises at the lessons.