In reviewing the teaching after class, the rethinking of teaching background analysis focuses on the linking up of the teaching content switch.
在课下教学的回顾与反思中，对教学背景分析的再思考着重对课程内容转换时的衔接作了认真反思；
Behind the teaching building is a large playground on the right side. The students often do sports here after class.
站在教学楼楼顶，你能看到楼前有一个花园，楼后右侧是一个大操场，课后同学们经常在这做运动。
Cultivating their habit of review after class should be done in the teaching so that they understand the importance of review.
要培养小学生数学课后复习的习惯，应该做到在教学中渗透，让学生意识复习的重要性；
Eric received a music scholarship at Utah State University but after teaching a percussion class at a local middle school, he quickly changed direction and embarked upon an education in painting.
埃里克获得音乐奖学金在犹他州州立大学，但在课堂教学叩诊在当地的中学，他很快改变了方向，并开始了一项教育，绘画。
My son, a teaching assistant at the University of Kansas in Lawrence, had an important appointment after class one day.
一天课后，我儿子有一个重要的约会，那时他在劳伦斯的堪萨斯大学任助教。
Such as: teaching after the class, "the Summer Palace" let students write familiar scenery foreshadowing later.
比如：在教完《颐和园》这课后，就让学生以后写熟悉的景物作铺垫。
After a year and a half, in 2008 College Class 2 Grade Acupuncture, I found that"covertly stratified teaching"makes us get many benefits.
经过在2008级针灸推拿大专二班一年半的实践研究发现，“隐性分层教学”的确对学生学习英语有很多益处。
The same important reasons are the absence of scientific guidance to the after-class activities, audience's effect and appropriate teaching situation.
观众效应、适宜创造力发挥的教学情境也是影响大学生体育创造力发挥的重要因素。
Case teaching application of junior middle school moral lesson prepare through lesson, classroom instruction and review, go on three period of stage after class.
案例教学在初中思想品德课中的运用是通过课前准备、课堂教学和课后反思三个阶段进行的。
After all, no man is perfect, my deskmate has defects, such as: the forgotten reactive with the teaching materials, class preferences.
终究人无完人，我的同桌也出缺陷，比如：遗忘带功教材，上课喜好措辞。
The specialized course teaching method after reducing class hour was discussed in this paper.
讨论学时数减少以后的专业课教学方法问题。强调精讲与多练相结合；
To give an interesting and vivid lesson of pathology, I think three steps should be done well, including preparation before class, teaching on the class and summarizing after class.
讲授一堂生动精彩的病理学课，应做好课前准备、课堂教学、课后总结三个方面的工作。
In - class teaching in combination with after-class activities.
课内与课外相结合的教学。
There is a big playground behind the teaching building. After class, we often play basketball there.
在教学楼后面有一个大操场。我们经常课后去那打篮球。
Ps:Parents will pick up children at 15:30 in the class on Fridays and at the first week every new term, so please do the leaving preparation after theme teaching activities(2).
注：新学期开学第一周和每周五下午均在主题教学活动（二）后进行离园整理，15：30家长进班接，请提前做好准备。
In front of the teaching building is a large playground. After class, we are running in the playgroud, and play, there are many trees on the playground.
在教学楼前面有一个大操场。下课后，我们在操场上跑步，打球，玩耍，操场上还有许多树。
In practice teaching, we should pay attention to after-class experiments, on-the-spot teaching and CAD drawing.
在实践教学中，注重课外实验、现场教学、CAD绘图。
After-class reading is very important in Chinese reading in the high school, which is the beneficial extension and complement of classroom teaching.
课外阅读是中学语文教学中一个很重要的组成部分，是课堂教学的有益延伸和补充。
It includes preparing lessons, testing lessons, having lessons, instruction after class and other teaching stages.
它包括备课、试讲、上课、课外辅导等教学环节。
Thirdly, teachers can organize the class in English. For instance, ask and answer in pairs, read the text after the tape, these words can be used during the teaching.
再次，教者能用英语组织教学，例如，两人一伙问答，跟磁带学英语，在教学过程中这些话都能被用得上。
Then select the experimental class and the comparison class to conduct teaching experiments after the courseware made.
课件制成之后选取实验班和对照班进行教学实验。
Such teaching practice points out the great potential resource of after-class cooperative learning in developing English communicative competence.
该教学实践证明了课外英语合作学习是培养英语交际能力的巨大潜在资源。
After teaching them these two mathematical ways by some simple examples, we gave them a few class work questions.
在我们举了几个简单的小例子后，同学们又练习了几道我们胡编的关于家喻户晓的“小明”的应用题。
At the same time, according to the theory of emotion nurturing, the practice with two ways of emotion nurturing is carried out. One is chemical teaching in class, the other is case study after class.
根据情感培养理论，结合有关教学内容、教学组织、教学评价、教学环境的情感性处理策略，在初三化学教学过程中开展了情感培养的教学实践，并同时进行了个案研究。
At the same time, according to the theory of emotion nurturing, the practice with two ways of emotion nurturing is carried out. One is chemical teaching in class, the other is case study after class.
根据情感培养理论，结合有关教学内容、教学组织、教学评价、教学环境的情感性处理策略，在初三化学教学过程中开展了情感培养的教学实践，并同时进行了个案研究。
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