Reading is an essential part of learning a language. During my postgraduate (PGCE) teacher-training placement in the UK, I observed extensive reading being used in Modern Foreign Languages (MFL) and English classrooms but saw no evidence for it in the Latin classroom. However, the practice is gaining popularity in the United States as part of Comprehensible Input-based teaching. I was interested to see if extensive reading could be introduced in my classroom without any accompanying spoken Latin and if students would be interested in it. So, I decided to try an extensive reading program for my PGCE research project. The program was positively received by the majority of students, who felt that their Latin ability had improved even after only a handful of sessions, and who appreciated the relatively stressless activity that warmed up their ‘Latin brains’. Many commented that they wanted to read for longer. This very short trial of an extensive reading program gives me much hope for a longer trial or even a permanent program in the future. I also hope that this will encourage others to try bringing extensive reading and its benefits into their classrooms.

阅读是学习语言的重要组成部分。在英国的研究生 (PGCE) 教师培训实习期间，我观察到广泛阅读被用于现代外语 (MFL) 和英语课堂，但在拉丁语课堂上没有看到任何证据。然而，作为基于可理解输入的教学的一部分，这种做法在美国越来越受欢迎。我很想知道是否可以在我的课堂上引入广泛阅读而无需任何伴随的拉丁语口语，以及学生是否会对它感兴趣。因此，我决定为我的 PGCE 研究项目尝试广泛阅读计划。课程受到大部分学生的积极响应，他们认为即使只参加了几次课程，他们的拉丁能力也有所提高，并且他们喜欢相对轻松的活动来加热他们的“拉丁大脑”。许多人评论说他们想阅读更长的时间。广泛阅读计划的这种非常短暂的试用让我对将来进行更长时间的试用甚至永久性计划充满希望。我也希望这会鼓励其他人尝试将广泛阅读及其好处带入他们的课堂。