All forms of communication are social and political acts, which can be used to influence people's lives and opinions and, above all, lead to social change. In reading activities, readers are active participants in the reading process (Freire, 1972a). To fully participate in the reading process, readers must consider both their own context and that of the writers and their ways of evaluating things. A great example is Bauer's observations about stray animals, which we discussed in class. If we only consider the part relating to the comments on stray animals, we could consider the grandmother's background and social condition more, to find out the reasons for her attitude towards stray animals. Once we learn the context of the remarks and the social status of the speaker, we can go deeper and understand Bauer's true purpose. As lieutenant governor of South Carolina, Bauer has his favorite policies. He compared the poor to stray animals and believes that welfare extended to the benefit of the poor should not be encouraged. If the reader cannot understand the context and the writer's way of evaluating, it is very difficult to understand the exact meaning of the text. In Chinese EFL literacy classes, students have many opportunities to read texts that are not related to their social life. How to understand and evaluate such texts? Jones (1990) suggests a diagram to follow. In the diagram, the writer's context leads to his ways of writing, and his writing process results in the text. On the part of the reader, the reader's context determines his ways of reading, and this reading process also targets the text. To fully understand the text, both writers and readers must consider each other's context. If... in the center of the paper... your classmates. In 2000, Mellor and Patterson suggest an alternative practical strategy, assuming that the text is not a mere reflection of our lives, but is written in particular places, at particular times, and on the basis of the writer's particular beliefs. In 2003, Mclaughlin and Devoogd suggest the alternative textual strategy. The purpose of this strategy is to give students more opportunities to perceive the text in different ways and understand the complexity of social issues. All these theories can be used to help students find their own answers about the text and have a better experience between the text and the world. In Chinese EFL classrooms, teachers are not yet accustomed to critical literacy, however, students have the right to acquire such training and practice, and we can combine critical thinking with different courses and gain the chance to see a different world.