Teacher talk is an indispensable part of the Foreign language classroom. According tornKrashen(1985},1he language used by teachers in the classroom determines whether a class willrnsucceed or not. Many studies have focused on the quantity ofTeat;:her Talk, however, the qualityrnof Teacher Talk and its impact on learners' communicative skill has not been given muchrnattention. This study attempts to explore the quality of the teachers' oral input learners arernexpased to by focusing on The Lexical Variation, Language Functions and CommunicativernFeatures of teacher talk.rnThe data for the study was gathered through audio-tape recording and classroom observation.rnNext, the recorded data was transcribed and analyzed. The research followed a quantitativernqualitative approach to analyze the data. In order to determine the variety of lexical items thernstudents were exposed to, the Lexical Variation adopted by Meara, Lightbown and Halter wasrnused. The distribution of language fimctions was determined by coding the teacher talk into thernsix categories of jUnctions developed by Bowers (J980}.The qualitative analysis was based onrncommunicativefoatures suggested by Thomburry(J996) and Cullen(2002}.rnThe study discovered that Questioning and Explaining are the most frequently used fimctions inrnthe Teacher Talk while Sociating or establishing and maintaining classroom rapport was thernleast. A fiirther analysis of the questions asked showed that display questions dominated wherernas the amount of referential questions was very insignificant. The teacher talk was alsorncharacterized by low lexical variation, dominated by technical tem/s, which indicated that thernteacher talk was not rich in lexical items that are necessary in communication. In addition thernqualitative analysis of the teacher talk indicated that the feedback given fOCllsed on foml and thernfollow-up to students' response did not encourage interaction and communication.rnOverall, the result of the study implies that teachers are not aware of the impact and importancernteacher talk has on the language classroom. Therefore, teachers should foclls on maximizing thernpotential of Teacher Talk without drastically reducing it.