Chinese Step-by-Step Fast Reading: Level 2 (1750 Word Level)

Author: Li Luxing, Yao Shujun
Publisher:
Publish Date: 2005-09-01
Features: Chinese Step-by-Step Fast Reading is a series of fast-reading textbooks designed for foreign students with intermediate or above Chinese proficiency. Its purpose is to provide reading materials for students of different Chinese levels and to improve their reading skills and interest in a relatively short time. This level contains 1,750 words. The textbook series is spiral-bound and comes with answer sheets. It is recommended that teachers distribute the materials in class, allowing students to complete reading and exercises within a specified time frame—typically 10–15 minutes per lesson. This approach avoids the issue of students (previewing) the material before class and achieves the goal of training and authentically assessing students' reading abilities. After completing the exercises, students simply hand in their answer sheets to the teacher for grading. Students can keep the spiral-bound lessons for reference and use them to consult dictionaries outside class, preparing for teacher-led explanations after grading. The textbook strives to measure and select content from the learner's perspective in terms of structural design, content selection, exercise creation, and lesson length. The organization and arrangement of each section consider both the connections and differences with previous textbooks, fully incorporating successful experiences from earlier materials while carefully examining and innovating in the overall or partial design of this series. This textbook series was developed as part of a bidding project by the Center for the Development of Teaching Materials for Chinese as a Second Language at Beijing Language and Culture University. During the writing process, it received direct guidance and assistance from Mr. Wang Biao of the Center. It also benefited from the support of the School of Foreign Languages and Cultures at Renmin University of China, especially Professor Li Quan, who reviewed the entire manuscript and provided feedback. We extend our sincere gratitude for these contributions!