For many years English teachers have struggled with the problem of 'high investment with low return'. Great achievements have been made in the last two decades, but problems still exist in some aspects (e. g., in teaching principles, operations, teaching models, and approaches), especially for English majors enrolled in science and engineering colleges. This paper is a reflection of the reform of intensive reading, an analysis of teaching principles and approaches, that also provides steps toward facilitating language internalization through intensive reading on the basis of analyzed features of the language learning processes along with empirical findings in teaching methods. That is to say, proficiency can be achieved by 1) intensified practice of formulaic expressions to stimulate the effective transfer of input to intake to output, and 2) focused communication to promote and enable freer communication.
