This study examines classroom discourses in primary English teachers’ guides of 2015 revised national curriculum for English. To this end, it analyzed the structures of teacher-student discourses and the functions of teachers’ initiations and feedbacks in the five guides for teaching 6th-grade English. Major findings are as follows. First, the two most frequent discourse structures in the guides were Type I and Type IR, with the former consisting only of teachers’ utterances and the latter terminated by students’ responses following teachers’ questions. Second, the most frequent function of teachers’ initiations was direction, followed by question and explanation. Among their sub-functions, activity direction and display question appeared to be highly frequent. Third, the frequencies of teachers’ feedbacks varied across the guides, but there was an overarching tendency for the highest frequency of the sub-function of reinforcing response. Therefore, this study proposes that teachers’ guides should expand their use of the IRF structure and employ a greater number of referential questions to promote teacher-student interactions and students’ engagement. In addition, appropriate strategies and examples of teacher feedback should be provided to address student errors and foster learning from negotiation of meaning.