Introduction. The article deals with the problem of bachelors' introductory practical training organizing in the period of distance learning. The purpose of our work is to generalize experience in the organization of distance introductory practical training and plan its enhancement in the long view. The author describes special abstracts of this practice, discusses practical tasks, proposes estimation criteria and methodological instructions for students. Total conclusions are formed and improvements of introductory practical training are discussed by the author.

Materials and methods. The article presents the following research methods: the survey of Russian and foreign researchers' works, as well as, analysis, generalization, interpretation of educational literature on the research topic; a reflexive-systematic evaluation of the educational work; pedagogical observation, questionnaire and conversation.

Results. Introductory practical training is one of the elements of continual teaching training, that trains future foreign languages teachers for a job in educational organizations. It makes for students' improving motivation and their professional level. Moreover, practical experience of bachelors who study in Surgut State Pedagogical University showed new opportunities to improve this practical training.

Discussion. The main advantages and disadvantages of distance introductory practical training have been determined in the research. Integrated skills tasks in developing future teachers' universal and general professional competencies are presented. Assessment forms, introductory practical training report and interim assessment form are developed.

Conclusion. The author made up a conclusion that a new coronavirus infection had made teachers look for other methods to organize bachelors' introductory practical training. Practical experience and new opportunities for introductory practical training improvement are characterized in this article.

A problem of necessity to move introductory practical training at the university to distance learning is examined;

Advantages and disadvantages of introductory practical training in the period of extremes are defined;

Tasks and estimation criteria for assessment forms and interim assessment forms are created;

The necessary usage of information and communication technologies together with traditional learning methods and technologies are substantiated. Their positive influence on improving university students' quality of professional training is described.

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