The analysis of minilessons given by future language teachers revealed their lack of lexical proficiency in foreign language for classroom situation. Such evidence shows it is not sufficient to develop general linguistic competence in foreign language teacher education. It's necessary systematically introduce practices focusing the acquisition of the language for the specific purpose of classroom interaction. Aiming at the improvement of teacher education, this paper presents a list of typical classroom talk based on difficulties observed in the corpus of this research. It is proposed to apply such list as a starting point for activities that enable teachers to acquire specific lexical proficiency for their professional practice in foreign language.
teacher education; teacher talk; classroom discourse