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t clothes, boys, dances, and hair appointments, and the telephone is forever tied up. (5) I am simply an outsider. (6) Next, there is the ganging up on the one male with four-to-one odds. (7) You can’t win, and they constantly remind you of your weird clothes, big stomach and long toenails. (8) About the only time I get a little decent treatment is when someone needs some money or wants some help with homework. (9) Despite feeling like being left out, I have to admit that I love my wife and girls and wouldn’t trade them for anything in the whole world. (10) I am surrounded by a whole bunch of brains and good looks, and I am proud of them all. (11) I know they love me too and they show it on occasion. (Yang Junfeng, 2001)
 
There are altogether eleven sentences in this paragraph. (1) serves as a topic sentence and tells us the paragraph is about what it is like being the only man in a household of women. (2) and (3) present the detail about bathroom use to support (1). (4) and (5)  present the detail about women talking and his feeling of being excluded to support (1). (6), (7) and (8) give another detail about women ganging up to support (1). And still, to support sentence (1), (9), (10) and (11) give the detail about the writer’s unwillingness to trade them for anything else in the whole world because they are smart, good-looking and they love the writer. That is to say, the writer uses four details to describe what it is like being the only man in a household of women, and “First”, “Then”, “Next” and “Despite” are four signals to guide the readers.
 
Ⅳ. Solutions to Overcoming Cultural Factors in Reading Comprehension
4.1 Teaching Culture
Cultural activities and objectives should be carefully organized and incorporated into lesson plans to enrich and inform the teaching content. Some useful ways for presenting culture in the classroom are listed here.
4.1.1 Authentic Materials
Using authentic sources from the native speech community helps to engage students in authentic cultural experiences. Sources can include films, news broadcasts, and television shows; web sites; and photographs, magazines, newspapers, restaurant menus, travel brochures, and other printed materials. Teachers can adapt their use of authentic materials to suit the age and language proficiency level of the students. For example, even beginning language students can watch and listen to video clips taken from a television show in the target language and focus on such cultural conventions as greetings. The teacher might supply students with a detailed translation or give them a chart, diagram, or outline to complete while they listen to a dialogue or watch a video. After the class has viewed the relevant segments, the teacher can engage the students in discussion of the cultural norms represented in the segments and what these norms might say about the values of the culture. Discussion topics might include nonverbal behaviors.
4.1.2 Role-Playing
In role plays, students can act out a miscommunication that is based on cultural differences. For example, after learning about ways of addressing different groups of people in the target culture, such as people of the same age and older people, students could role play a situation in which an inappropriate greeting is used. Other students observe the role play and try to identify the reason for the miscommunication.
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