Explanation is considered as an integrated professional knowledge, which can be classified into two types: input of new information and answering questions. The former one is an initiator of students' and teachers' interactions, including explanations of phrases' meanings, grammatical forms, and content. The latter one means teachers' answering students' questions. Researcher of current study found out while training student teachers, they often made mistakes on explanations regardless of types. Such issues have not been pay much attentions in previous training sessions. Accordingly, observations, discourse analysis, and questionnaires are conducted to find out the difficulties and mistakes on novice language teachers’ explanations. Results reveal that the most frequent occurred difficulties for novice teachers are transmitting correct information, appropriate forms of knowledge transmitting, effective instructional designs, and healthy reactions to self-weakness. Based on the findings, this study developed a three-step training strategy to construct novice teachers' explanations knowledge, which will make great contributions to promote novice teachers' professional ability.