【正文】 a native language environment, they can get less information through English. So it is difficult to keep the interest in English. It’s impossible to learn English well without adequate interest. Einstein said “Interest is the best teacher”. We can classify interest into three kinds: direct, and stable. We must arouse the students’ interest from various aspects. For example: the situation of society, using real object tools and stick figures, choosing the humorous passages, English parties etc. Through these ways, I can arouse the students’ interest in English and make them learn English imitatively.. Necessary background knowledge will promote initiative understanding It is not unmon that sometimes when you take up a text in a foreign language, you recognize every word but still fail to grasp its meaning. What is problem? Where does the difficulty lie? Let’s look at the following example. Defender Zhang, China’s league champions Dalian Wanda, scored his header at the 24th minute of the second half from a corner kick. (China Daily, 4101997) To understand the above passage, the reader needs to have a certain amount of background knowledge in the field of football in order to understand such terms as “defender,” and “header”, and also the rules of the game, for “he second half” and corner kick”, otherwise, it may not make much sense. The background needed to interpret a given test is called “schema”. It originates from all the particular experience the reader has had. It is an organized structure as well, including the relationship between its ponent parts. “Schema” plays a very important role in understanding a given text. Many prereading activities are designed with this purpose in mind. The teachers usually spend time in activating the students’ existing schema or providing it if it didn’t exist, before teaching a text. For example, if the students are going to read a story about Henry Kissinger, the teacher may try to activate their relevant background knowledge by asking such question as : “ How much do you know about Henry Kissinger?” They may respond by saying something they know about his their life, his political career as a diplomat, especially his role in the improvement of SinoAmerican relations, and so on, the students ten might be told what sort of test it is in order to predict what sort of information there will be in the text. So, if it is a biography, we expect to find details of Kissinger’s birth and parent. If it is an article criticizing his political decisions, we would probably not expect that sort of information, but a more specialized account of his political activities. Asking students to predict the contents from the topic and from the test type are examples of the structure they are familiar within certain types of texts.. The initiative reading waysskimming, scanning and inferring. Skimming is not careful reading。我們首先簡(jiǎn)單介紹了閱讀教學(xué)中的一般情況， 然后提出了興趣愛(ài)好理論用以驗(yàn)證興趣愛(ài)好同閱讀之間的關(guān)系。 此外， 我們還討論了必要的背景知識(shí)和閱讀技巧與閱讀理解和速度之間的關(guān)系。 the reader usually moves his eyes over the text very quickly just in order to get the gist of it or to decide whether it is worth reading more deeply or not. Skimming enables readers to look efficiently for something that interests them without spending too much time reading what is unnecessary or interesting. Scanning means locating specific information you, the reader, want from the text, you do not necessarily follow the order of information in the passage but can go back and forth to read the part of the text to your purpose, it is a time and energy saving activity, which should help you increase your reading speed and efficiency. Inferring means making use of syntactic, logical and cultural clues to discover the meaning of unknown elements. These may be the writers opinions and attitudes which are not directly stated in the text. Making inferences while reading usually helps the reader to achieve a better understanding of the text. One point worth mentioning is that inferences must be made with care and supported by evidence.7. Reading lesson design Timetable of the project designWeekStageTeaching object Time1Preparation for reading talk something about some famous men to stimulate the interests learn some background knowledge 45m2Reading Stage1 Skimming2 Scanning3 making notesTo catch the main ideas of a text through skimming, scanning and note making.90m3Postreading testTo do some filling blanks exercise. 45m Based on the rational, the passage How Carl Mari Studied in Senior English for China (SEFC) Book 1B was used as my language material. New tasks are to be designed and new teaching models are to be used with the aim of providing students with a chance to catch the main idea successfully. Since it is a large class, I must pay attention to the following factors. 1) Asking more students to say something about the famous men to arouse their interests.2) Give some information about Karl Marx.3) From some groups to discuss the questions.4) Use various types of task and reading strategies to get efficient result.I will give the students some sayings of Marx’s and ask more them to arouse the students’ will to read. I use some interesting activities to stimulate the students’ interest, providing them with a chance to use their imagination and creative ability I give more background information about the text to the students. In this stage, students are asked some questions to see how much information about the text they have known. Sometimes pictures or maps are shown for them to guess what will happen in the text or what the text that they are to learn is about. The students begin to read the text and e to the next pagereading. In this stage students are to read the text several times using different ways: skimming, scanning, and then closing reading, each time they will be given different questions, so that they can understand the text b