约5240字。

　　Language goals:
　　pardon, mistake, greeting, society, culture, manner, polite, praise, trouble
　　New languages:
　　make a mistake, eat up, as soon as, again and again, given name, family name, praise… for…, face to face, have trouble with, at the end of, in good Chinese tradition
　　Difficult points:
　　1. Apologies.
　　2. Similarities and differences.
　　Teaching aids:
　　recorder
　　Teaching periods:
　　Period 1: Lesson 17
　　Period 2: Lesson 18
　　Period 3: Lesson 19
　　Period 4: Lesson 20
　　Period 5: Lesson 21
　　Period 6: Lesson 22
　　Period 7: Lesson 23
　　Period 8: Lesson 24
　　Lesson 17 Do mistakes matter?
　　Lesson preparation:
　　Language knowledge: pardon, mistakes, make a mistake, confused, confusing
　　Lesson structure:
　　Class opening:
　　For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
　　Key steps:
　　Step 1. Check to see if the students have previewed the readings as required. Ask if they have any questions. Encourage other students to try to answer the questions. Select one or two words or phrases from the vocabulary list and ask if anyone has figured out the meaning. Remember to give lots of praise for a good try, even if it's wrong. You may asestions in “Thint It.”
　　Step 2. Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning.
　　Step 3. Play the audiotape. Have the class follow along in their texts.
　　Step 4. Divide the class into groups of four. Ask each group member to take one of the four roles (Bruce, Li Ming, the man who sells pop, or the MC introducing the bacnd of the scene), and act out the dialogue in the first reading. Encourage the students to use their imagination and be creative!
　　Step 5. If there is time, ask some groups to perform for the rest of the class.
　　Step 6. e to “Let’s Do It.”
　　Class closing:
　　The first reading in the reader.
　　The remaining exercises in the activity book.
　　The next reading in the student book.
　　Lesson 18 Picture This
　　Lesson preparation:
　　Language knowledge: unusual
　　Lesson structure:
　　Class opening:
　　For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
　　Key steps:
　　Step 1. Check to see if the students have previewed the reading. Ask if they have any questions. Encourage other students to try to answer the questions. Ask if anyone can tell you the meaning of the vocabulary for this lesson. Remember to give lots of praise for a good try, even if it's wrong. To determine how well students understand this reading, asestions such as: Who is Bruce? Where is he from? Or asestions in “Thint It.”
　　Step 2. Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly,