The Follow up Move Research has been deepening after it was first defined in 1975 by Sinclair and Coulthard, but it has not been paid attention in China, let alone study its effect in the classroom. In this essay based on the author＇s literature reading, the Follow up move functions and their language features are classified; its pragmatic motivations are researched and some factors which affect its relevance of occurrence are studied. Then with this guide of the frame four teachers classroom follow up moves are studied. Finally, the other scholars＇ findings in this field are commented and then the author＇s own insights are put forward.
