Details

Developing Chinese (3rd 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 (3rd Edition) Intermediate Speaking Course (Ⅰ) aims to comprehensively improve Chinese learners’ oral expression ability, especially their comprehensive oral communication skills based on daily conversations and discourse segments. This textbook consists of 14 lessons. The content of the texts is closely connected to real life, covering areas such as common life knowledge, life stories, questionnaires, and debates. It is designed to expose learners to a wide variety of language materials as much as possible. Each lesson includes sections such as “Learning Expressions”, “Warm-up”, “Text”, “In-class Activities and Tasks”, “Text Links”, and “My Gains”. The “Activity Page” is designed for oral tests, output presentations, or thematic activities. Guided by mind maps, it helps cultivate learners’ habit of thinking in Chinese and their critical thinking skills, while enhancing their awareness and ability of independent learning. The mind map format in it can also be used for the learning and review of each lesson.

About the Author
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.

Editorial Review
Featuring task-driven learning, authentic contexts, and cutting-edge topics, this textbook truly realizes the principle of “learning by using and using by learning”.

· Designed Exclusively for Intermediate Learners to Systematically Enhance “Paragraph-level Expression” Ability

With “oral expression ability” as its core goal, the textbook focuses on training learners to use complex sentence patterns for coherent and appropriate paragraph-level expression. It helps them convey opinions and emotions accurately and fluently in real contexts.

· Reality-Close Topics with Emphasis on Practicality and Chinese Elements

The text content covers daily life, hot topics, and cultural phenomena (e.g., “co-renting”, “digital life”, “when in Rome, do as the Romans do”), integrating a sense of the times and Chinese perspectives (e.g., “Eat well for breakfast, eat less for dinner”, “When three walk together, there must be one who can teach me”). It stimulates students’ interest in expression and enhances their cross-cultural communication skills.

· Scientific and User-Friendly Structure for In-Class and Self-Directed Learning

Each lesson includes sections such as “Vocabulary Practice”, “Oral Gold Key”, and “Functional Expression”, featuring a clear structure and progressively increasing difficulty. Combined with the “Independent Learning, Accumulation Over Time” section, it supports students in post-class consolidation and expansion.

· Progressive Exercise Design with Focus on Task Orientation and Interaction

Through modules like “Communicative Activities and Tasks” and “Self-Challenge”, the textbook guides students to complete tasks such as dialogues, discussions, and interviews in real scenarios. This enables a leap in oral ability—from comprehension to application, and from imitation to innovation.

· Advanced Teaching Philosophy: Encouraging “More Speaking and Practicing” While Reducing Error-Correction Anxiety

The textbook clearly states that “one cannot learn oral Chinese well by staying silent”. It advocates that teachers create a relaxed expression atmosphere, prioritize language fluency over immediate error correction, and truly reflect the essence of oral language teaching.

Suggestion
It is suitable for learners who have studiedDeveloping Chinese (3rd Edition) Elementary Speaking Course (Ⅱ)or other equivalent elementary Chinese textbooks, and have attained an intermediate level of Chinese speaking proficiency.This textbook contains 14 lessons and 1 activity page. It is recommended that 6 class hours be allocated to complete each lesson.

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