Schema Theory Validity Of Research, Teaching Junior High School English Reading Stratification

New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools strives to accomplish far more than just to help students learn English. It involves helping students to develop certain level of comprehensive language competence and the ability to use language for real communication; to master certain basic language knowledge; to master listening, speaking, reading, and writing skills. Among all the abilities, reading ability is one of the most important. It is also one of the focal points of the high school entrance examination. How to improve students'reading ability in a limited class and how to teach students differently are the major concern of many English teachers. And how to cultivate students'reading habits and how to improve their reading efficiency seem also to be very important.Some researchers have already studied the relationship between Schema Theory and English reading comprehension. Meanwhile, they express their affirmative opinions and give some useful suggestions. As to English level teaching, it has also made some progress. However, scarce is the study on how to combine Schema Theory and English level teaching and put them in the use of English reading comprehension. Putting theory into practice by analyzing cases of reading class, this paper makes an attempt to explore the effectiveness of Schema Theory in teaching reading by different levels in junior middle schools. It hopes that this study can be useful to English reading comprehension.This paper includes five chapters. Chapter One is a brief introduction to the background, purpose and meaning of this study. It also explains the structure of this paper. Chapter Two gives detailed definitions of schema and English level teaching. It summarizes some basic theories of Schema Theory and reviews relevant studies in this field as well as in English level teaching. Chapter Three introduces the method of this research. Chapter four is the core of the paper. It introduces the results of schema theory in teaching reading by different levels and has a further discussion of them. Chapter Five is the conclusion, suggesting that this paper hopes to inspire English teachers and to be helpful in English reading teaching. Also, it points out the limitations of this paper.The results show that using schema theory in teaching reading by different levels is effective. Students of different levels can study happily.