| 1. | Quantitative study on the optimal teaching procedure in the hurdles teaching
跨栏跑技术教学手段的优选与最佳教学步骤的量化研究 |
| 2. | Quantitive study on the optimal teaching method and teaching procedure of football skills
足球技术教学手段优选与最佳教学步骤的量化研究 |
| 3. | Chapter four deals with the experiment that was designed to tackle the listening problems
第四章是教学实践部分。本章先讨论了听力课堂教学步骤。 |
| 4. | It concludes that the teaching steps used in the experiment can help students with their listening problems
并对实验结果进行分听，得出结论：该听力教学步骤有助于学生提高听力理解能力。 |
| 5. | It first illustrates general teaching steps in classroom listening teaching . they are pre - listening , while - listening and post - listening
现行听力课堂教学步骤一般分三步：听前阶段、听中阶段、听后阶段。 |
| 6. | Here are the main findings of this study : 1 in different teaching links , the proper application of the mother tongue does work
一系列的教学研究结果发现： 1在不同教学步骤中，是可以适当使用母语进行教学的。 |
| 7. | Then it puts up the four teaching steps in the experiment . they are pre - listening preparation , listening , post - listening work and imitation . finally it records the experiment and discusses the results
然后叙述了教学实验的过程，实验中使用了作者设计的听力教学步骤：听前准备、倾听、听后工作和口头模仿。 |
| 8. | The present author adopts several methods to carry out the experiments , such as collecting materials , comparing different teaching modes , contrastive analysis and conclusion
这些七套八项士学位论文mastfr ’ stlfesis教学步骤和方法在依据英语教学大纲、 。课程标准和教学内容的同时，还应遵循循序渐进和因材施教的原则。 |
| 9. | In the actual teaching situation , the paper gives us some description on the tasks designing : the principles , the degree of task difficulty , the teaching steps and also some examples of tasks with brief analysis
文章结合课堂教学的实际情况，阐述了在任务型的教学中，任务的设计原则、任务的难度和教学步骤，并简要分析了一些课堂任务实例。 |
| 10. | " teaching - helping - releasing " for the purpose of motivating students " initiative to participate in classroom activities . the teacher plays a leading role in taking the teaching steps of " preview - perception - problem solving - detail explanation - practice " in the three periods of " before class - during class - after class " . after the experiment for a semester , the students have made all - round progress
其次，为突出学生参与教学过程的能动性、主动性，从宏观上提出“教?扶?放”三阶段教学实施过程，并将“预习?感知?解疑?精讲?练习”等教学步骤，设计到“开课前?教学中?教学后”三个教学环节中，明确教师主导作用的发挥程度和作为教学组织者、指导者的要求。 |
