Developing Chinese (3^rd Edition) is a set of systematic Chinese language teaching materials for adults that embodies the teaching concept of “development” and adopts the model of “integrating comprehensive language ability cultivation with specialized language skills training”, which can be divides into three levels (elementary, intermediate and advanced) and six series (comprehensive, speaking, listening, reading, writing and elementary reading and writing), with a total of 28 volumes.

Developing Chinese (3^rd Edition) Intermediate Reading Course (I) is a reading textbook of the Developing Chinese series, which is applicable for learners who have studied the elementary Chinese courses such as Developing Chinese Elementary Comprehensive Course (II) and Developing Chinese Elementary Reading and Writing Course (II), or those who are at intermediate level of Chinese Learning. The textbook has 14 lessons in total, and each lesson consists of two intensive reading texts, one practical reading text and one self-challenge text. The reading materials involved are rich in topics, practical in content, varied in practice, and moderate in difficulty, which can comprehensively improve learners’ reading skill and comprehensive language skills such as “reading and speaking”, enhance their interest in reading, and improve their comprehensive reading comprehension ability.

Li Quan, Editor-in-Chief, is a professor and doctoral supervisor at the School of Chinese Studies and Cultural Exchange, Renmin University of China. Professor Li is also a member of the National Steering Committee for Postgraduate Education of International Chinese Language Education, vice president of the Beijing Language Association, executive director of the International Society for Chinese Language Teaching, and editorial board member of various journals such as Chinese Teaching in the World and Applied Linguistics.

(1) Through reading language materials of different topics, genres and styles, learners will improve their ability to recognize the meaning of words and sentences, initial comprehension of phrases and discourse, and ability to identify key information and accurately understand the main idea of a text.

(2) Through various forms of reading, learners are guided to read according to their reading habits and needs in life, and continuously enhance their sense of Chinese language while accumulating real reading experiences.

(3) Through diversified and interesting reading practices, the relevance and effectiveness of reading training is improved, and learners’ reading skills will be cultivated from various aspects.

(4) Through reasonable and orderly arrangement of the difficulty of selected texts and practices, it reduces the reading fatigue of learners, enhances their interest in reading, and improves their comprehensive reading comprehension ability.

The textbook consists of 14 lessons in total, and each lesson is suggested to finish in 2 class hours.