| Abstract | 第6页 |
| 摘要 | 第7-8页 |
| Acknowledgements | 第8-12页 |
| Chapter 1 Introduction | 第12-18页 |
| 1.1 Background of the Study | 第12-13页 |
| 1.2 Purposes of the Study | 第13-14页 |
| 1.3 Significance of the Study | 第14-16页 |
| 1.3.1 The Theoretical Significance of the Study | 第14-15页 |
| 1.3.2 The Practical Significance of the Study | 第15-16页 |
| 1.4 The Research Questions of the study | 第16页 |
| 1.5 Overall Structure of the Thesis | 第16-18页 |
| Chapter 2 Literature Review | 第18-36页 |
| 2.1 Discourse Analysis | 第18-22页 |
| 2.1.1 Definition of Discourse | 第18-19页 |
| 2.1.2 Definition of Discourse Analysis | 第19页 |
| 2.1.3 Contents of Discourse Analysis | 第19-20页 |
| 2.1.4 Purposes of Discourse Analysis | 第20-22页 |
| 2.2 Theoretical Bases of Discourse Analysis | 第22-23页 |
| 2.2.1 Cognitive Theory | 第22-23页 |
| 2.2.2 Schema Theory | 第23页 |
| 2.3 English Reading | 第23-30页 |
| 2.3.1 Definition of Reading | 第23-24页 |
| 2.3.2 Definition of Reading Ability | 第24-25页 |
| 2.3.3 English Reading Competence | 第25-27页 |
| 2.3.4 Mainstream Reading Teaching Models | 第27-30页 |
| 2.4 Previous Studies on the Application of Discourse Analysis in English Reading Abroad and at Home | 第30-34页 |
| 2.4.1 Previous Studies Abroad | 第30-31页 |
| 2.4.2 Previous Studies at Home | 第31-34页 |
| 2.5 Summary of Previous Studies of the Application of Discourse Analysis in English Reading | 第34-36页 |
| Chapter 3 Preparation and Analysis of Instructional Elements | 第36-62页 |
| 3.1 Preparation of Instructional Design | 第36-39页 |
| 3.1.1 The Participants | 第36-37页 |
| 3.1.2 The Instruments | 第37-39页 |
| 3.2 Analysis of the Requirements of English Reading in the New Curriculum Standard | 第39-41页 |
| 3.3 Analysis of Instructional Content | 第41-43页 |
| 3.3.1 Selecting Teaching Material for Reading | 第41-42页 |
| 3.3.2 Arrangement and Adaption of Teaching Materials | 第42-43页 |
| 3.4 Analysis of Instructional Objectives | 第43-45页 |
| 3.5 Analysis of Important and Difficult Points | 第45-46页 |
| 3.6 Analysis of the learners | 第46-59页 |
| 3.6.1 Learners' Basic Condition and Existing Knowledge | 第47-53页 |
| 3.6.2 Learners' Emotion and Attitude | 第53-57页 |
| 3.6.3 Learners' Cognitive Style | 第57-59页 |
| 3.7 Design of Instructional Strategies | 第59页 |
| 3.8 Design of Teaching Method | 第59-60页 |
| 3.9 Design of Instructional Technology | 第60-62页 |
| Chapter 4 Instructional Design of English Reading with the Application of Discourse Analysis Model | 第62-82页 |
| 4.1 Reading Teaching Models with the Application of Discourse Analysis | 第62-63页 |
| 4.2 Instructional Design of Unit 2 We start work at nine o'clock | 第63-82页 |
| 4.2.1 The Whole Teaching Procedures and Explanation of Instructional Design | 第63-71页 |
| 4.2.2 Evaluation and Reflection of the Instructional Design | 第71-81页 |
| 4.2.3 Modification and Improvements of the Instructional Design | 第81-82页 |
| Chapter 5 Conclusion | 第82-88页 |
| 5.1 Result of the Study | 第82-84页 |
| 5.2 Implications for Reading Teaching | 第84-85页 |
| 5.3 Limitations of the Study | 第85-86页 |
| 5.4 Suggestions for Future Study | 第86-88页 |
| References | 第88-92页 |
| Appendix Ⅰ 初中生英语学习情况调查问卷 | 第92-96页 |
| Appendix Ⅱ 课堂教学评价标准量表 | 第96-97页 |
| Appendix Ⅲ 阅读自我评价表 | 第97-98页 |
| Appendix Ⅳ 学生访谈 | 第98-99页 |
| Appendix Ⅴ 课文 | 第99页 |
