内容导航：
1、
master students
2、
报名了教师资格证面试小学英语，20分钟的备课教案要怎么写呢？
1、
master students
英：
美：
常用释义：
硕士研究生：指在大学本科毕业后继续深造的学生
硕士生（masterstudent的复数）
1、Topic selection of theses is a key link in the training of agricultural extension
master students
.───选题是农业推广硕士生培养过程中的一个十分重要的环节。
2、abstract: Objective To explore the quality of life and its influencing factors of
master students
in Chongqing.───目的了解重庆市硕士研究生生活质量状况，探讨影响生活质量的主要因素。
3、The college has an enrollment of more than 2170 undergraduate students, 520 doctor and
master students
and it also trains international students.───目前学院在册本科生2170余人，博士与硕士研究生520余人，并承担培养外国留学生的任务。
4、I also communicate with some college students,
master students
and overseas students to practise oral English.───和日语专业的本科生、研究生以及一些留学生进行交流，锻炼口语。
5、that day, I met some Agriculture
master students
came from Orlando, Florida.───那天，我遇到了一些来自佛罗里达奥兰多市的学习农业的硕士研究生。
6、As the main psychology problems of the
master students
, the economy pressure has influence on postgraduates study, life, love and marriage.───经济压力作为在读硕士研究生心理压力的主要方面，已经对研究生的学习、生活和婚恋产生影响。
7、To Section of Registry: Submit one paperbound copy of thesis for
master students
; two paperbound copies of thesis for doctor students.───教务处注册组：硕士班缴交一本平装、博士班缴交二本平装。
8、And the architectural and civil engineering and the communication and transportation engineering enroll the engineering
master students
.───同时，在“建筑与土木工程”和“交通运输工程”2领域招收工程硕士研究生。
1、master sergeants───军士长（美国陆军、空军、海军陆战队）
2、transfer student───转学生；转校生
3、arts students───文科学生
4、art student───艺术类学生
5、transfer students───转学生；转校生
6、arts student───艺术类学生
7、mature students───成人学生
8、mature student───成人学生
9、art students───艺术类学生；艺术专业学生；艺术类大学生
2、
报名了教师资格证面试小学英语，20分钟的备课教案要怎么写呢？
备课环节：
提供
备课样纸
和
备课纸
。
备课样纸给考生提供题目、试讲内容和试题要求
；
备课纸是考生依据备课样纸的试讲内容和要求来书写教案的
。
备课时间：20分钟
20分钟的备课，考生们不仅要做好备课要求，同时要设计和检查好本课的要点。比如教案的结构是否完整、教学过程是否互动环节、教学过程是否完整、是否体现试讲要求等。
下面提供两份教师资格面试小学英语教案以供参考。
1、英语听说教学参考教案
课本选择
外研版小学五年级下册 Module 2 Unit 1 She learnt English 听说课
课本截图
参考教案
Teaching aims:
Knowledge aims:
Students can master the rules of changing original verbs into past tense, for example, learn-learnt, study-studied and so on.
Ability aims:
Students’ ability of listening will be improved and they can make a new conversation by using simple past tense.
Emotional aims:
Students will be interested in learning English grammar and they will have the courage to challenge the new things.
Teaching key points and difficult points:
Key points:
Students can master the rules of changing original verbs into past tense.
Difficult points:
Students will use simple past tense to describe an unforgettable experience that happened in the past.
Teaching procedures:
Step 1 Lead-in
Greet students and sing a song Yesterday once more.
Ask students the topic of this song then lead in the new class naturally.
(Justification: the song’s topic relates to the past and it is a very classic English song, so students will be drowned in the music even try to study this song.)
Step 2 Pre-listening
Give some examples to introduce the rules of changing original verbs into past tense.
Let students make some sentences to describe an experience of their own.
(Justification: students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)
Step 3 While-listening
1. Extensive listening
Listen to the tape for the first time and answer the question:
What are they talking about?
(Justification: students’ ability of getting main idea through extensive listening will be improved.)
2. Intensive listening
Listen to the tape one more time and answer the questions：
1. What does Lingling’s grandma do?
2. What does Lingling’s grandpa do?
3. Is Lingling’s grandpa learning English now?
(Justification: these questions can help students grasp some detailed information of Lingling’s family, and also, their listening ability will be improved.)
Step 4 Post-listening
Four students in a group, share an unforgettable experience with their partners. Pay attention to use the simple past tense. After 5minutes, some students will be invited to share in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a chance to apply the knowledge into real situation.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today, and the teacher will give some help to complete.
Homework: Ask students to share the experience with their parents in English after class.
Blackboard design:
2、英语阅读教学参考教案
课本选择
外研版小学六年级下册 Module 3 Unit 2 The cows are drinking water 阅读课
课本截图
参考教案
Teaching aims:
Knowledge aims:
Students can use the structure “be+doing” to describe things that are happening now, and they can change the form of verbs properly.
Ability aims:
Students will understand the letter and they can get the main idea through fast reading and specific information through detailed reading.
Emotional aims:
Students will become more motivated in studying English and have a basic conscious of English grammar.
Teaching key points and difficult points:
Key points:
Students will be able to change the form of verbs properly and make some sentences by themselves.
Difficult points:
Students can apply the structure “be+doing” into the real situation correctly in their daily life.
Teaching procedures:
Step 1 Lead-in
Greet students and sing the chant Look, look, what can you see?
(Justification: the chant can build a nice atmosphere of an English class, and it also contains the verbs with –ing form, so it is a good way to help students review the knowledge that they have learned before.)
Step 2 Pre-reading
Give students some original verbs and invite 4 students to change them into –ing form.
Show some sentences which contain “be+doing” and let students find out the rules of “be”.
Teach students the rules and encourage them to make some sentences. If students make mistakes, teacher will point them out and correct them.
(Justification: students will master the new knowledge further and their ability of discovery will be improved.)
Step 3 While-reading
1. Fast reading
Read part 2 for the first time and then answer the question:
What’s the main idea of the letter?
(Justification: students’ ability of grasping the main idea through fast reading will be trained.)
2. Detailed reading
Read part 2 for the second time and then fill in the blanks:
(1) They are in the _____.
(2) The sun is _____ and the wind is _____.
(3) Simon and Daming are _____ hide-and-seek.
(Justification: filling the blanks can help students have a thorough understanding of the letter and their reading ability can be improved by doing so.)
Step 4 Post-Reading
Four students in a group, make a dialogue by using “be+doing”. 5minutes will be given to them. After that, several groups will be invited to perform their dialogues in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a chance to memorize the content that they have learned in this class.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today.
Homework: apply the structure “be+doing” into proper situation after class.
Blackboard design: