This study investigates the quality of instruction, e.g., the effects of classroom discourse on language, especially the impact of input and interaction of teacher talk on students' language development. It reveals the patterns of interaction between teacher and students by analyzing elementary classroom discourse data, fr5om abroad and at home. More specifically, this study integrates the theories of input and interaction, classroom discourse, and language learning as a framework for examining elementary classroom interactions. Its purpose is to provide patterns of interaction in language classroom and thus helps primary school English teachers build effective, interactive teaching models.