F: Well, I see you've got your books, George. But are you reading? Looks like you're just coloring. ,M: I'm marking the important parts of the book. The colors are for different things. ,F: Like what? ,M: Main ideas are yellow. Important details to remember are pink and the light green is for difficult ideas. ,F: This seems like a lot of activities. Aren't you wasting your time? ,M: I don't think so, mom. I'll read it all tonight. I'll listen to it tomorrow. And then when it's time to study, I will already know most of the information. ,F: In my day, we just read the book and tried to remember the information. ,M: The teacher told us the importance of active reading. And it's the best way to learn at whatever speed you choose.
(A) F: I am afraid I did not quite catch what you were saying. Please repeat it. (B) F: I see. You mean active reading shows students what they already know and it is useful for slow students. (C) F: I see. You mean active reading is a good learning method for both slow and fast students. (D) F: I see. You mean active reading is a good learning method for both slow students but not fast students.
C