Introduction This article is based on the experience of teaching extensive reading classes for science students in our school. It describes a common model for reading classes. This model shows the disadvantage that readers tend to understand what they read mainly by way of listening to the teacher’s explanation, but not by reading for themselves. It has given rise to the particular problem of whether students need a full explanation before achieving good comprehension. The article suggests that readers have to work themselves to improve their reading ability and skills. Some techniques for teaching a reading class are suggested.
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