Microteaching is considered a teaching technique and treated as an effective one due to its simplicity in performance and its reliability in case of control of acquired teaching skills among novice or pre-service teachers. Integration of information and communication technologies in language teaching leads to rethinking a teacher’s role in a classroom as well as their functions and competencies in the light of contemporary educational system. The aim of the article is to present theoretical basis of microteaching as a teaching technique, to reveal the peculiarities of using microteaching in teaching pre-service teachers, Bachelor students, so as to help students develop necessary skills of integration of information and communication technologies in learning environment. To conduct the research the author used such methods as comparative one so as to compare different theoretical statements laid in the basis of microteaching technique. Moreover, empirical methods helped to choose the strategy suitable for the target audience. Also, the synthesis is used to observe and analyze the study and find out some peculiarities in using microteaching in professional education. As a result, the author elaborated a new model of microteaching. Originality of the article is explained by the fact that for the first time microteaching was used as a teaching strategy in professional skills’ development. Moreover, the technique originated by foreign scholars was enriched with Russian didactics’ achievements for lesson planning. As for the practical application double positive effect was observed during the study. On the one hand, students acquired necessary teaching skills and competences, on the other hand, expert teachers observed microteaching efficiency.