I'll speak to the teacher himself. I don’t want someone else know it.
也可作表语用。如：
She is not herself today. She has to stay at home. She can’t go to school.
注意事项：
反身代词一般无所有格，也不能放在of短语（表示所属）后，“某人自己的”可用one's own表达。如：
–I'd like to have a car of my own.
–So you must work hard to earn much money.
反身代词本身通常不能作主语，但可以放在并列主语后作第二主语。如：
My brother and myself both like English very much. We often talk to each other in English after class.
反身代词与其所强调反身的成份在人称、数等方面要保持一致。如：
We met Li Ming himself on the playground. We told him the good news.
He bought himself a coat with his first wage. Then he sent the rest to his mother.
并列句
由两个或两个以上的简单句并列连接起来的句子叫做并列句。并列句中的各个简单句意义同等重要，联系密切。它们平行并列，相互之间没有从属关系。并列句的基本句型是：简单句+并列连词+简单句。不同的并列连词表示不同的关系。
(1)联合关系：常用的连词有and。如：
Beethoven knocked at the door and it opened. In the dim candle light a girl was sitting before a piano.
(2)转折关系：常用的连词有but。如：
I can buy myself lots of nice things but I don' t have many friends.我可以买到许多漂亮的东西但是我没有许多的朋友。
在完成并列句的时候，容易在两个基本的简单句的时态把握上产生错误，读者一定要分清楚它们各自所处的时间背景。在例句1中，贝多芬敲门是一个典型的过去时间发生的事情，紧随其后的门开了也应该是同一时间的事件；因此，并列句往往存在两个简单句之间的时态呼应问题。
Lesson 81 教学设计方案
Teaching Objectives:
Grammar: 1. reflexive pronouns
singular: myself, yourself, himself, itself
plural: ourselves, yourselves, themselves
2. past tense form of can→could
Language focus:
fall off, teach oneself, hurt oneself, learn by oneself, write down
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greetings between the students and the teacher.
3. A duty report.
II. Revision
Call out 2-3 students to retell the story of the tiger and the monkey learned in the last period.
III. Leading-in
1. Tell the students they are going to talk about what they could do when they were little.
2. Ask student A:
You can ride a bike now. Could you ride a bike when you were 5 years old?
Help the students to answer “Yes, I could,” or “No, I couldn’t.”
3. Ask student B, C in the same way.
4. Point out that “could” is the past tense form of “can”.
IV. Practice
1. Pairwork: Ask the students to talk with their partners and find out what their friends could do at the age of 4. Write down their answers on the form on Page 31.
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