【正文】 erstand the text. What’s more, teachers help students to activate their prior schemata and make use of them. Paying attention to vocabulary teaching Vocabulary is the most basic linguistic materials. The reader who owns more vocabulary, the linguistic understanding is more widespread. Lacking of vocabulary may results to the vocabulary obstacles, and we will can not understand the meaning. That39。 scopes of knowledge by fast reading. On the other hand, teachers should enrich the language, using every method to make students touch language materials of many aspects. When it es to the three schema theories, linguistic schema is the foundation of prehending the word of passage, content schema is the foundation of prehending the content of passage, and also formal schema puts the emphasis on the ability of making use of the content schema. The three schema theories would illuminate each other and are in dispensable. Thus, in order to cultivate the reading ability of high school students under the influence of schema, English teachers should do as follows: Building up linguistic schemaReading prehension includes two aspects: reading and prehension. Linguistic ability is the basis of prehending the whole text. If one doesn’t master the related linguistic schema, the reader can39。readingdeclinetoreadingforandfortheeasilythis model,influenceunderstudentsknowledgebroadenconducivemodeltext.analyzingabilityandofoverallignoringstructure,ofofthecenter,vocabularytaketeachers’model,thethe guidancereading.processincontextualinfluenceprehension, ignoringandtheattentiononlysimple,isbutofthephenomenarevealedmodeltheprocessofthethensegment,clausethewordfromthatdecodingareading processthatmodelexperiment.amodelproposedGoughUSA1972,words.lettersstartsthatmonhavetime,amodel. Bottomupandtopdownbottomupwhichthreeprehensionteaching. Generallythecarryhowopinionsaresoofdifferentpeoples preexisting schema are activated by the content of the text and readers39。t need men at all. On the contrary, if the readers own more related content schema, they can prehend the text easily. Thus, readers need to master more knowledge about all kinds of topics, such as geography, history, economy, culture, psychology, philosophy and so on. Formal schema “Formal schema” or “textual schema” are “background knowledge of the formal, rhetorical organizational structures of different types of the texts” (Carrell and Eisterhold 1983). We can know that formal schemata are something about rhetorical structures’ differences in reading, such as differences in genre, and the structure of fables, advertisement and so on. Distinguishing the different rhetorical structures is a crucial skill as for high school students. A student whose language proficiency is too poor, and also don39。s aslo one of requirements of linguistic schema. Language is the carrier of information. Vocabulary is the basic element of language. Facing an article which is full of new words, the reader will arise the feeling of being feared by it immediately. Linguistic schema is a necessary schema for students. For example: if the students don’t know more about the ellipsis, he or she will can’t understand the following sentence:“Had we used better irrigation methods, we would have saved half of water resources”. Its meaning is “if we used better irrigation methods, we would have saved half of our water resources”. Thus, in the initial stage of leaning, linguistic schema is a decord which be replaced by the speculation according to the experience. Reader who wants to improve his reading effects, he should have a good mand of meaning and grammar. Content schema Content schema which refers to a reader39?！娟P(guān)鍵詞】: 圖式理論；高中英語；英語閱讀；閱讀能力CONTENTSI. Introduction 1II. The types and functions of schema theory 2 The types of schema 2 Linguistic schema 2 Content schema 3 Formal schema 3 function of schema 4III. Three models of reading and the problems in reading . 5 Bottomup model 5 Topdown model 5 Interactive model 6 Current situation of reading teaching in high schools 7IV. The application of schema in reading teaching 8 up Linguistic schema. 8 Paying attention to vocabulary teaching 9 Cultivating the grammatical ability 9 Building up content schema 9 Building up rhetorical schema 10V. Conclusion 11References 12Acknowledgments…………………………………………… 13The Application of Schema Theory in English Reading Teaching in Senior High SchoolsI. IntroductionNowadays, reading plays a dominant role in the four skills of the foreign language learning. It is the foundation and an important way to improve students’ listening, speaking, writing and abilities of translating something. It is obvious that mastering an effective reading skills and forming a good reading habit can not only broaden the students’ horizon but also improve the prehensive quality to a certain extent. In traditional English reading teaching in senior high schools, teachers always adopt the traditional grammartranslation method to teach reading, which hasn’t emphasized the use of content schemata(background knowledge), nor formal schemata，that is to say, they often ignore the rhetorical organization of the texts. That is, the grammar–translation approach only pays attention to words，grammar, the translation of texts only puts emphasis on lots of writing exercises. As a result, students only learn to word by word, and the grammartranslation approach teaching gradually bacame more and more important. This grammartranslation approach supposes that reading is a rather passive decoding process which puts emphasis on th