The current method of teaching English biographical text in high school is on the whole problematic and ineffectual because it emphasizes the discussion of linguistic knowledge at the expense of the social, cultural and formal value of those texts. Solutions are suggested according to the schema theory of reading, for the purpose of tapping the multilevel value of the texts, helping students develop awareness of relevant schemas, and discovering and using new, original messages in them to challenge established schemas. Consequently, such solutions are supposed to be able to enhance students’ intellectual and mental development as well as their acquisition of English.