This study aimed at analysing different types of verbal interaction of social studies teachers in Basic school and compare it with study Flanders, System To achieve the aims of this research, Flanders' system has been chosen to measure and analyse verbal interaction between the teacher and his pupils in the classroom. This has been done after making sure of its validity by applying the system into tow classroom situations helped by a colleague who took part in the experiment. It reached the level of 78% on the scale of (Holsty). Also a card has been designed to facilitate recording the verbal behavior between the teacher and his pupils during the lesson. The card of the research has been applied on a group/ sample of 20 teachers (10 history teachers and 10 geography teachers), in the basic schools (Grades 5-10) in the regional direction of education of Batinah South. The following results have been recorded: 1- No differences have been noticed the rates of the teachers talk and the rates reached by Flanders. i.e the teaching process is still teacher centered ( dominated by teacher). 2- A remarkable decease of the pupils' initiative to talk and to participate. 3- There is no difference in the verbal interaction related to specialization (history/geography). 4- The direct method overblown the indirect one in the teachers' situation. As a result the researcher recommended to give priority with training future teachers to be aware of the nature of the classroom verbal interaction how to apply, and give more important to the teacher professtmat development through peerabserration and participation in educational workshops.