The purpose of this study is to elicit implications for teaching conversationeducation for pre-service teachers.I analyzed teaching conversationin korean grammar lessons that were demonstrated by seniors incollege of education. Threr are three point of view, to analyze teaching conversation, Flanders’sverbal interaction, Gagne’s instructional events, and Chevallard’sdidactic transposition.Suggestions are as follows:At the very first, encourage and inspire them because they are goodat gaining attention and presentation the material. Second, train them to accrete indirect statements ratio and to leadstudent initiated talk. Third, improve thier conversation skills to accomodate student’scomments, and then to connect them to following learning content or tomake students compare with other student’s comments. And pre-service teachers should recognize the necessity for ‘leadingstudents to a teaching plan’ at the ‘unpredictable situations’ in class. Moreover, they should note not to occur meta-cognitive shift whenthey develop teaching material. At the conclusion, after questioning, pre-service teachers couldn’twait hesitating time of the student, so they led to the answer to giving ahint and they tend to interpret exaggeratedly student’s unconscious reactionsas academic achievement.