The present study investigated the patterns of classroom discourse between teachers and students' interactions used in language classrooms in Iran. 91 pre-intermediate EFL students including, 48 females and 43 males, were selected. The data used in this study included classroom talks which were gathered through triangulation: classroom observation and voice record, and then they were classified according to Tsui’s model (1994). As the results indicate, the overall examination of the classroom discourse provided in this study makes it clear that the observed class talk did exist within four categories of the selected model, namely, initiating, responding, follow-up1, and follow-up 2. In addition to these classroom talk categories, the results also show that most of the class talk is done by teachers, and code-switching also occurred during class time. The findings of this study are expected to be beneficial to language teachers in general and also to those who are interested in the fields of sociolinguistics, sociology of language, and English language teaching.