This article elaborates an integrated corpus- and genre-based pedagogical approach to PhD academic English teaching launched at a research-oriented university in Beijing. Specifically, this approach first features the typical move structure analysis along with the co-occurring linguistic features and communicative functions in different sections of the selected representative research articles. Thereafter, students were assigned to observe and annotate the move structures of research articles recommended by their doctoral supervisors, and further summarize the salient linguistic realizations such as lexico-grammatical features, phraseological sequences and syntactic patterns. Students’ course feedback shows that this integrated approach has significantly improved their academic communicative competence, demonstrating the pertinence and efficacy of postgraduate EAP teaching with very limited credit hours.