根据图式理论(Schema Theory),目前许多教师在阅读课的教学实践中,大多使用PWP的三段式阅读教学模式,即把阅读课分为阅读前(Pre-reading)、阅读中(While-reading)和阅读后(Post-reading)三个部分。这种阅读模式优化了初中英语阅读教学,发展了学生的阅读技能,提高了学生的阅读能力。但在实际的操作过程中,很多老师对“读中”和“读后”环节的重视程度很高,对“读中”和“读后”的设计颇费脑筋,形式多样,但是对于“读前”环节的关注普遍不够,这很大程度妨碍了初中英语阅读课教学效益的提高。“读前”阶段是阅读教学的导入环节,可以说“读前”活动的 According to Schema Theory, most teachers nowadays use PWP’s three-stage reading teaching mode in teaching practice of reading class, that is, classifying reading class into Pre-reading, While- reading and post-reading three parts. This reading mode optimizes junior high school English reading teaching, develops students ’reading skills and improves students’ reading ability. However, in the actual operation process, many teachers attach great importance to the “reading” and “post-reading” aspects of the design, and have a hard time designing designs for “reading” and “reading” However, the concern about “before reading” is generally not enough, which greatly hinders the improvement of the teaching efficiency of junior high school English reading class. “Reading before ” stage is the introduction of reading teaching, you can say “read before ” activities