In this study, Teacher Kim’s listening and speaking classes were analyzed by utilizing Conversation analysis method. As a result of analyzing the purpose and strategies of class discourse according to each step of the class, the teacher’s brilliant purpose and strategies of class discourse could be observed in each step. First, in a sense of devolving responsibility, teacher Kim’s way of running the classes was excellent. However, it is regrettable that the classes were conducted as teacher-centered. Second, teacher Kim used appropriate class-running discourse strategy according to learning activity procedures and to each step of the class. Third, the teacher-centered classes focusing on delivering information weakened actions of providing help for inappropriate student reaction (scaffolding) or error correction for a student presented wrong answer (splicing).