(1) This class is a reading class and generally there are three models in teaching reading: Bottom-up model; Top-down model and Interactive model.
(2) Bottom-up model is that teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. Reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. In reading, information is transmitted along a linear process: letters—words—phrases—clauses—sentences—paragraphs— whole discourse.
(3) Top-down model is based on Schema theory that one’s background knowledge plays a more important role than new words and new structures in reading comprehension. Teaching process is teaching the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. Clearly above class design is based on the combination of these two models which divide the teaching procedures into basically three stages: pre-reading, while-reading, and post-reading.
(4) Pre-reading activities refer to tasks/activities that students do before they read the text in detail. The purpose of pre-reading activities is to prepare the students linguistically, thematically and affectively for the tasks in while-reading activities. Pre-reading activities include: predicting, setting the scene, skimming, and scanning.
(5) While-reading activities are based on the Information transfer device which refers to the way to transfer information from one form to another. The purpose of the information transfer device is to focus attention on the main meaning of the text; be able to simplify sophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks.
(6) Post-reading activities aim to check the fulfillment of reading tasks; to evaluate the application of reading strategies; to apply what has been learned; to integrate reading with other skills, thus Post-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel and should enable students to produce language based on what they learned.
(7) What is most important is that the teaching of reading should focus on developing students’ reading skills and strategies and on maintaining students’ motivation for reading.

首先分析课堂类型，然后根据课堂类型设计教学方案。教学方案的设计应遵循新大纲的要求，注重发 挥学生的主体作用。关于课堂设计的教学理念，结合阅读教学的几种模式进行具体分析。