【正文】 it is the schema that develops its effect. In fact, the schema theory is a theory model that the system researches the effect of the longterm memory in reading prehension. The implication from Schema Theory to the actual reading teaching From the theory, teachers can gain some tips for reading teaching. Prereading activity is needed to some extent.Schema Theory has shown that successful readers use prior knowledge of the content of the text to aid prehension. So, it’s important for the students to predict the whole article by known knowledge. Prereading is a direct link of reading teaching. Therefore, the teacher has two things to do at the prereading stage. One is to supply the students the background knowledge and help them to build the new content schemata. That is because the students are short of English background knowledge, maybe they will have no content schemata to start in their reading. Now, the teacher should help the students to build the new content schemata in order to prehend rightly. The other thing for the teacher is to activate the suitable content schemata which the students have had. At the prereading stage, the teacher should use the effective way to help the students to activate the content schemata that they have had and make them associate the related position with the content schemata, in order to have a good prehension. Students should learn and know more about the cultures of the targetlanguageSchema theory emphasizes the importance of accumulating knowledge and experience. The reason lies in that a good understanding of the cultures of the targetlanguage is the base of fully understanding their languages. As for a second language learner, one’s experience, after all, is limited. So there is a need for teachers to encourage learners to read more about foreign culture and pay more attention to the differences between the foreign things and customs at home. Three kinds of schemas should be balanced in teaching reading. At present, there are some disadvantages in recent researches of Schema Theory’s application. Now, in the types of Schema Theory , what has been most talked about is the Content Schema, and of course, this is the important factor that affects the result of reading. However, the other two also have significant effects on reading teaching, which would not be ignored. Linguistic Schema refers to the ability to use language. Formal Schema stresses the logic form of a reading article. The three kinds of schemata are related with one another and the absent of one would cause the understanding inefficiently. With suitable instructions, the learners can develop the three kinds of schemata in a balanced way and only in this way could they reach the maximum result in the process of reading prehension. The goals of reading instruction should be more clear According to the SchemaTheory, teaching of English reading should achieve the following purposes. First, teachers should pay attention to raising students’ linguistic petence. Here, the linguistic petence we mentioned refers to not only the reading ability, but also some other basic abilities, such as the enlarging of vocabulary, being familiar with and mastering various sentence patterns and linguistic phenomenon, prehending the register of mon used words and some other relation of language usage extensively and deeply. Second, teachers should bare in mind to widening students’ background knowledge. Here the background knowledge refers to the background of English literature and mon knowledge as well. The mon knowledge mentioned relates to sociology, psychology, international politics and economy, medical science, education and technology. Moreover, the reading instruction should teach basic reading prehension skills, especially reallife reading skills such as reading for gist and reading for information, develop flexible reading skills (varied according to purpose) and critical reading skills, develop the learners’ knowledge of vocabulary or idiom, reinforce (or even) present certain grammatical features and act as a stimulus for oral or written work later on.5. Practical use in reading teachingFrom the perspective of schema theory, we know that reading is an interactive function of the reader’s possessing and activating the appropriate schemata in the process of interacting with a passage. For readers who are unable to understand the reading materials, teachers should always be aware of the fact that their reading difficulties cannot be traced either to specific language features of the material or only to the lack of relevant background information. In fact, some reading difficulties are the result of lack of relevant schemata. It is also likely to happen that even though readers possess the appropriate schemata required for the material, a failure in understanding may be caused by the readers’ inability to activate the relevant schema. In this sense, classroom teachers and material writers have the responsibility to be sensitive to whether students possess the relevant schemata at first. If students do not, they should be able to provide students with suitable activities to make them acquire new appropriate schemata. Even when the students possess the appropriate schemata, teachers should also be able to supply them with suitable activities to activate their relevant schemata. Schema theory does not give specific guidelines on which part of schema is more important for students’ reading ability, but with the understanding of the reading process, several methods or classroom techniques are available for teachers. Material selectionConsideration has to be given in selecting suitable material for students to read and learn. Otherwise it is beyond their abilities to process the selected materials, and it will keep them from their normal schema acquisitions. So the depth of the reading material has to be patible with their schemata. The knowledge of students’ schemata