| Schema theory can date back to the 1960s, when Goodman first put forward the top-down processing theory, but it has only been about twenty years since it was introduced into China. From then on, a large amount of research work has been carried out to study and test its relations with EFL reading teaching, most of which, however, is only restricted within the theoretical layer and cannot make much sense in the actual teaching practice. Owing to this, this paper aims to explore the feasibility of applying schema theory to the teaching practice in a foreign language school. It consists of five parts: Introduction briefly introduces the national standards of senior high students'reading proficiency and gives a general review of schema theory; Chapter One presents the basic reading theories and more importantly the definition and categories of schema theory as well as the theoretical application of schema theory to the EFL reading teaching; Chapter Two firstly analyses the features of the coursebook used in the application, then specifically describes the application of schema theory to the teaching of EFL reading in Chengdu Foreign Languages School; Chapter Three firstly describes the characteristics of the research subjects, then through a group interview and an experiment method to test the reliability and validity of this research; the final part serves as a summary of the whole paper, which also discusses some possible limitations and raises some questions that need to be further studied.This paper theoretically analyses the feasibility of applying schema theory to the EFL reading teaching, and it is also done practically through research in the real teaching practice. Despite that, whether it is really practical and plausible for most middle schools to apply this theory to the reading teaching still remains to be seen and many new problems may appear during the process, which are beneficial for us ELT teachers in foreign languages schools to solve.
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