Abstract: Sydney School's Genre-based pedagogy has been successful tremendously in many areas of the world, guided by Systemic Functional Linguistics. This cycled teaching scaffold emphasizes the relationships between genres and social context, focusing on the cultivation of students' reading and writing abilities. It also shows its importance in recognizing different genres and schematic structures and culture traits in language teaching. This paper, taking Explanation Genre as an example, will discuss what teachers in Chinese universities can do to intervene students' writing in a top-down way and also propose that the teaching cycle will facilitate English teachers as profession in their classrooms at the present and in the future.