【正文】 畢業(yè)論文（設計）How to Cultivate Senior High School Students’ Reading Competence in English Teaching1. Introduction 12. Three models in reading process 3 Bottomup model 3 Topdown model 4 The interaction of topdown and bottomup processing 53. Factors affecting reading 6 Vocabulary 6 Cultural background 6 Materials 7 Reading skills 8 Reading habits 94. How to cultivate senior high school students’ reading petence 10 Teacher’s help 10 Choosing materials 11 Comprehensibility 12 Simplification 12 Interest 13 Sufficiency 13 To enlarge students’ schemata 14 Content schemata 14 Linguistic Schemata 16 Training students to have proper strategies of reading 18 Warmingup 18 Prediction 19 Fast reading 19 How to make a summary 21 Students’ effort outside the classroom 22 .1 Read extensively 22 To form virtuous circle of reading 22 Keep on reading everyday 235. Conclusion 24References 251. IntroductionReading as well as listening is a chief means of obtaining information, and it is one of the important means of gaining different kinds of knowledge and of benefiting from the achievements. Individuals could not advance without reading, for reading can arouse people’s curiosity about the world and then develops their qualities in English language and humanities. Reading is an important language input. Therefore, the study of how to make good use of this means of input and optimize the reading input is of great significance. With the aim of making students have access to a lot of prehensible and effective reading texts, the difficulty of materials, the sufficiency of reading and the method of reading teaching should be well studied. What are your purposes for reading? It is not very likely that you are interested in the pronunciation of what you read, nor you are interested in the grammatical structure. You read because you do want to get information from what you read, as well as to get enjoyment, ideas, and feelings. According to Christine Nuttall (2002, 8), reading is concerned with the transfer of meaning from mind to mind, the transfer of a message from writer to reader. Meaning es from an interaction between thought and language, because reading is an active and interactive process.Reading is so important that we can’t get rid of it in our daily life. This is one of the reasons why we should cultivate reading petence. In order to cultivate reading petence, the difficulty of materials should be appropriate for us to read. If we keep on having access to the level of “i+1” advocated by Krashen (1997), we can improve reading ability. How does learner cultivate reading petence? It can be described as follows: When you are reading a material in a language you have not yet acquired pletely, and you understand what is said, the writer “casts a net” of structures around your current level. The net may include previously learned knowledge and the new knowledge. This structure can be called schematic structure, which is an abstract knowledge structure. Based on Schema Theory, this thesis attempts to discuss how to cultivate senior high school students’ reading petence in English teaching. 2. Three models in reading processThe process of prehension is guided by the principles that every input is mapped on some existing schema and that all aspects of that schema must be patible with the input information. Nunan illustrates that this principle results in two basic models of information processing: the bottom up processing and topdown processing. However, neither of them alone could ensure an efficient reading. Generally, learners are encouraged to use them interactively in their reading. Bottomup modelThis way of reading reflects the belief that reading prehension is based on the understanding and mastery of all the new words, new phrases, and new structures. Therefore, readers in this way would concern new vocabulary and new structures first and then go over the text sentence by sentence. The reader builds up a meaning from recognizing letters and words, working out sentence structure. If our word knowledge is inadequate, or if the writer’s point of view is very different from our own, perhaps, we cannot believe that apparent message is really just what the writer intended. Besides, when we read something which does not contain any new words, but sometimes we still find it difficult to understand its meaning. For example, the sentence “It is a piece of cake” contains simple words, if we just decode every word, we don’t know it describes the things which are easy. Topdown modelA different view believes that our background knowledge plays a more important role than new words and new structures in reading prehension. This approach occurs when readers use prior knowledge to make predictions about the data they will find in a text. This is why we can understand an article with some new words or new structures in it, because we can guess the meaning of the article based on our knowledge about the topic without too much difficulty. A classic topdown theory is Goadman’s view of reading as a psycholinguistic guessing game. He claims that we draw on our own experience, knowledge and prediction we can make, based on the schemata we have acquired to understand the text. For example, “He is so lucky that he passed the exam. He is really a lucky dog”. Although we don’t know what lucky dog really is, we can guess according to the former sentence and meaning. Therefore, we can guess the lucky dog means a person who is very lucky, which is based on our own knowledge. However, the sole dependence on Topdown model can make the readers misunderstand and make ridiculous guessing. They may confused by the relationship of the “l(fā)ucky dog” and “him” The interaction of topdown and bottomup processingThe disputes between the topdown and bottomup models have to be solved. Now it has generally been accepted that the reading process is i