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excellentteachers. In order to adapt the present teaching of primary and secondary schools, they onlyhave practiced a certain level of teaching practice ability, only in this way can we improvepre-service English teachers’ professional development and ensure the pace and reform ofbasic education development carries out smoothly. The core purpose of this thesis is toinvestigate the pre-service English teachers’ teaching practice ability, and according to theresults of the investigation and classroom observation to find out the deficiencies in teachingpractice and further discover the problems exist in pre-service English teachers’ trainingprogram and implementation. Aiming at the deficiencies, the author puts forward somesuggestions to improve pre-service English teachers’ teaching practice ability and providereference to other normal colleges.
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2. Literature Review

2.1 Definition of Pre-service Teachers
Pre-service teachers are college students involved in a school-based practicum andunder the supervision of experienced teachers; the pre-service teachers gradually take on moreclassroom managements and classroom instructions. (Kagan, D. M.1992)At present, many comprehensive universities of our country have set up normaleducation majors and began to participate in cultivating teachers. The phenomenon ofnormal colleges exclusively cultivate teachers has become history, the concept of normaleducation has been replaced by teacher education. Therefore, pre-service teachers refer tonormal students study in university period is more appropriate. In this thesis thepre-service teachers mainly refer to senior normal students who have taken part in theteaching practice and will step in teacher position.
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2.2 Definition of Teaching Practice Ability
As for teaching practice ability, the present stage without an accepted definition,different researchers from different angles to define its concept. Li Chengzhong (1987)considered teaching practice ability is separated from teaching ability and successfullyaccomplish the actual teaching activities which is organized with a design in mind in hisdictionary of education. Deng Xiaoli (2009) defined teaching practice ability as: “teachingpractice ability is a teacher based on certain knowledge and skills to conduct teachingpractice, which takes the basic abilities as the base and the operating capacity as the means,and focus on developing innovative ability” in her master’s graduation thesis.Many researchers defined the teaching practice ability from different perspectives.This research refers to the above concepts to define a new definition of the teachingpractice ability, which is ability of a teacher successfully complete pre-teaching, teachingand post-teaching based on certain subject knowledge and teaching knowledge.
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3. Research Methodology.......19
3.1 Research Questions...........19
3.2 Research Subjects......19
3.3 Research Instruments.........20
4. Data Analysis and Discussion......23
4.1 General Condition of Teaching Practice Ability.....23
4.2 Analysis of Questionnaire.........23
4.2.1 Analysis of Instructional Design Ability....... 23
4.2.2 Analysis of Classroom Teaching Ability.......28
4.2.3 Analysis of Teaching Reflective Ability........36
4.3 Analysis of Classroom Observation......... 40
4.4 A