Abstract
This study employs the 13th National Junior High School English Demo Classes as a corpus for multimodal analysis using ELAN, both qualitatively and quantitatively. Its objective is to investigate the structural features of middle school English reading teaching, the utilization of modes, and the realization of the meaning system. The findings are as follows: English reading teaching in Demo Classes comprises eight steps and utilizes multimodality, wherein visual, actional, and auditory modes are extensively employed to execute teaching procedures. The realization of the meaning system relies on these modes themselves, as well as their reinforcement and complementarity.
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