Vol. 6, Issue 2, Part B (2024)

Under the dual influences of the new curriculum standard reform and the New Scheme of College Entrance Examination, English reading has played an increasingly important role in senior high school English learning. How to cultivate students’ English reading ability effectively becomes the focus of numerous front-line English teachers. Nevertheless, traditional reading teaching model is often limited to the text, resulting in students’ low reading motivation, a dull classroom atmosphere, and unsatisfactory teaching effects. By introducing multimodal discourse analysis theory into senior high school English reading teaching and widely using images, sound, movement, eye contact and other modalities, we can make classroom communication between teachers and students go beyond the limits of language and text, which is conducive to enlivening the classroom atmosphere and improving the effect of reading teaching.

Based on systemic functional linguistics and multiliteracies, this study attempts to construct a new high school English reading teaching model from the perspective of multimodal discourse analysis and design a sample lesson based on this teaching model. And the following three multimodal teaching strategies are summarized: (1) coordinate “speech” and “action” in classroom; (2) maintain a consistent design style; (3) grasp the rhythm of teaching.