图式理论的研究揭示了读者的背景知识和语言知识以及结构知识在阅读中起至关重要的作用,所以,英语老师在阅读教学时必须重视这些知识。但是,有时在阅读过程中出现的问题并不只是由于缺乏这些知识引起的,读者或许会碰到题材和背景知识都很熟悉的文章,但由于这些知识未能激活,因此不能很好地理解这篇文章。此时,老师在阅读教学时必须十分注意阅读前的活动,以激活学生已有的图式,本文具体介绍了两种激活已有图式的方法——预测和阅读前的活动。此外,老师也要在教学时通过恰当的教学步骤引导学生养成良好的阅读习惯,以便练成阅读时的火眼金睛,迅速把握关键信息。 The study of schema theory reveals that readers’ background knowledge and linguistic knowledge and structural knowledge play an important role in reading. Therefore, English teachers must pay attention to these knowledge in reading teaching. Sometimes, however, the problems that arise during reading are not caused by a lack of such knowledge, but readers may encounter articles that are familiar with the subject matter and background knowledge, but because this knowledge is not activated, it is not well understood Article. At this point, the teacher must pay great attention to the pre-reading activities in reading teaching, in order to activate the students’ existing schemas. In this paper, two methods of activating the existing schemas are described in this paper-pre-reading and pre-reading activities. In addition, teachers should also guide students to develop good reading habits through appropriate teaching steps while teaching so that they can become a golden target when reading and quickly grasp the key messages.