【正文】 lls。 in the postreading stage, teachers can create situations for students to consolidate their knowledge and reading prehension, stimulate their thinking and further interest.The following will tell how situations can be created in each stage of reading teaching and give some teaching cases in detail. Prereading stagePrereading part of reading teaching is the first part of the reading teaching process. It leads in the text and paves way for the reading teaching. It doesn’t take too much time but is very important. The aims of reading teaching in prereading stage are to arouse students’ interest in the topic and introduce some background knowledge to help them better understanding the text. To achieve the aims, teachers can create situations by presenting pictures, asking questions and so on.1) Creating situations to arouse students’ interest in the topic Many students think reading is boring so they are passive in reading class. As is known to all, interest is the best teacher. To improve the teaching efficiency, it’s very important for teachers to arouse students’ interest in the topic. As is mentioned before, Situational teaching has the feature of keeping students interested, so teachers can use situational teaching method. Common situations created in the leadingin part are picture situation.Presenting pictures is a very figurative way to convey information. Providing pictures is an effective way to draw students’ attention and at most time it’s easier to understand than written words for students. Teachers often introduce the topic and keep students interested by giving pictures. For instance, the topic of Unit 1 in the Textbook 6 in senior high school is Art. Art is very abstract and difficult for student to understand and students may have no interest. Teachers can create a situation through presenting pictures of things belonging to art to make students familiar with art and interested in it. Sculpture, buildings, paper cutting, calligraphy, handicraft, painting, music and dance are all art. Students may be unfamiliar to the single word art, but they know those things. Teachers can provide pictures of buildings, paintings, statues, paper cuttings etc one by one for students to recognize, and then sum up what they share in mon is that they all belong to art. After those pictures and teachers’ guiding, students may feel art is not so abstract and hard to understand as expected. And it’s also helpful to draw students’ attention and make the classroom atmosphere relaxing.2) Creating situations to introduce background knowledge of the text Background knowledge is very important in reading, and lack of background knowledge can affect students’ correct understanding of the text. But many students have little knowledge about things outside textbook because of heavy study load and the examoriented concept. So teachers should introduce background knowledge in the prereading stage. Situational teaching is helpful to make students receive information better in a certain situation. Question situation is a good way for teachers to introduce background knowledge, it’s a good method to stimulate students’ thinking and impart knowledge.Asking students questions about the topic to make them think, inviting them share ideas and then providing answers to make them know is the mon procedure of question. Teachers should design a series of questions related to the topic to introduce background knowledge to students step by step. For instance, Unit 4 in the Textbook 2 is about wildlife protection. Teachers can firstly ask students “what animals do you know?” to introduce animals, then ask “which are endangered animals?” to lead in endangered animals. Next teachers can encourage them to think about “why are they in danger?” Students can be directed to associate it with human activity. They may realize that our humans have done many bad things to animals and threat their survival. At last teachers give them some time to thinks about “what can we do to protect endangered animals?” according to what they already know and invite them to share opinions, then gives examples as feedback. It’s good for students to learn something about wildlife and wildlife protection. It will arouse students’ thinking and enrich their background knowledge. Whilereading stageWhilereading part is the major part in the reading teaching process. In this stage, students can get information of the text and develop their reading strategies and skills. Making students get information and teaching reading strategies to improve their reading skills are the major aims of reading teaching. And many students participate in class passively. Situational teaching has a feature of getting students actively involved. It can help students understand the text better and train their reading skills with various methods. Therefore, it’s very important for teachers to create appropriate language situations to assist their prehension, help them form good reading habits and to develop their reading ability.1) Creating situations to help students get information Getting information from reading materials is the basic aim of reading teaching. A good reader should be clear about information mentioned in the text and know the author’s intension. Situational teaching can help students understand the text better. Teachers can create a situation according to the content of the text for students to act.Role playing can give students a feeling of actually being there. It helps students understand the characters better and get emotional experience. It’s also very interesting. For example, the text of Unit 4 in Textbook 2 is a narration, which mainly tells the wonderful experience of a girl called Daisy and how she learned to protect wildlife. She went to three places and met three animals in total by a flying carpet. Teachers can design four scenes—Daisy’s home, Tibet, Zimbabwe, the rainforest and five characters—Daisy, th