This study explores how pre-service elementary school English teachers talk and interact with students in microteaching. For the study, the researcher asked 30 pre-service English teachers to instruct with PPP (Presentation - Practice - Production) or TBL (Task-Based Learning) lessons for 20 minutes each and observed their teaching. To compare interaction patterns in both types of lessons according to their English proficiency level, the FLint (Foreign Language Interaction) method was used to categorize and analyze teacher talk, student talk, and other categories. The findings from the analysis of the frequency of each category and the sequence of categories that occurred in both types of lessons are as follows: In both types, pre-service teachers in the high-level group showed more variety of interaction patterns than those in the mid- or low-level group; pre-service teachers show less interaction in PPP lessons than in TBL lessons. The findings imply that the higher level of English proficiency pre-service teachers have, the more interactively they teach and that the pre-service teachers can teach lessons appropriate to the pedagogical purpose of the lesson. (Cheongju National University of Education)