| Reading is one of the most important components for English learners in high school. Learners not only use reading to get more information, but also need reading to enhance language learning. However, the effect of the teaching of English reading in high school is not satisfactory. Many researchers believe that the current poor reading competence may be due to the grammar translation method which has been used in English reading in our country for many years. This model views EFL reading as a passive decoding process, in which new words, phrases, sentences and texts are considered as discrete language points. This method supports the teacher's dominant role in the classroom and may have spoiled the students' ambitions. This method is now facing the challenges according to the New English Curriculum Standards in China.Moreover, reading theories have gone through different phases: the bottom-up model, the top-down model, the interactive model and the integral schema model. The integral schema model emphasizes the readers' prior knowledge and personal experiences.According to the learning theories and the English teaching methods mentioned above, I put forth schema-based task model which associates the schema theory with task-based learning, and applies this model in the teaching of English reading for high school students. The aim is to test the feasibility of this model.For this purpose, this approach is used in a teaching experiment. The 100 EFL subjects participating in the experiment are students in Grade Three in Handan No. 26 High school, Hebei Province. The participants are divided into two groups and compared. The results show that the students in the experimental group (EG) have made further progress than students in the control group (CG). The experiment yields encouraging results. Further evaluations with large samples in multiple schools are needed. If further evaluations are successful, the theories that I have applied in English reading may be implemented nation-wide.
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