1、master students

master students發(fā)音

英：　　美：

master students中文意思翻譯

常用釋義：碩士研究生：指在大學(xué)本科畢業(yè)后繼續深造的學(xué)生

碩士生（masterstudent的復數）

master students雙語(yǔ)使用場(chǎng)景

1、Topic selection of theses is a key link in the training of agricultural extension master students.───選題是農業(yè)推廣碩士生培養過(guò)程中的一個(gè)十分重要的環(huán)節。

2、abstract: Objective To explore the quality of life and its influencing factors of master students in Chongqing.───目的了解重慶市碩士研究生生活質(zhì)量狀況，探討影響生活質(zhì)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.───目前學(xué)院在冊本科生2170余人，博士與碩士研究生520余人，并承擔培養外國留學(xué)生的任務(wù)。

4、I also communicate with some college students, master students and overseas students to practise oral English.───和日語(yǔ)專(zhuān)業(yè)的本科生、研究生以及一些留學(xué)生進(jìn)行交流，鍛煉口語(yǔ)。

5、that day, I met some Agriculture master students came from Orlando, Florida.───那天，我遇到了一些來(lái)自佛羅里達奧蘭多市的學(xué)習農業(yè)的碩士研究生。

6、As the main psychology problems of the master students, the economy pressure has influence on postgraduates' study, life, love and marriage.───經(jīng)濟壓力作為在讀碩士研究生心理壓力的主要方面，已經(jīng)對研究生的學(xué)習、生活和婚戀產(chǎn)生影響。

7、To Section of Registry: Submit one paperbound copy of thesis for master students; two paperbound copies of thesis for doctor students.───教務(wù)處注冊組：碩士班繳交一本平裝、博士班繳交二本平裝。

8、And the architectural and civil engineering and the communication and transportation engineering enroll the engineering master students.───同時(shí)，在“建筑與土木工程”和“交通運輸工程”2領(lǐng)域招收工程碩士研究生。

master students相似詞語(yǔ)短語(yǔ)

1、master sergeants───軍士長(cháng)（美國陸軍、空軍、海軍陸戰隊）

2、transfer student───轉學(xué)生；轉校生

3、arts students───文科學(xué)生

4、art student───藝術(shù)類(lèi)學(xué)生

5、transfer students───轉學(xué)生；轉校生

6、arts student───藝術(shù)類(lèi)學(xué)生

7、mature students───成人學(xué)生

8、mature student───成人學(xué)生

9、art students───藝術(shù)類(lèi)學(xué)生；藝術(shù)專(zhuān)業(yè)學(xué)生；藝術(shù)類(lèi)大學(xué)生

2、報名了教師資格證面試小學(xué)英語(yǔ)，20分鐘的備課教案要怎么寫(xiě)呢？

備課環(huán)節：提供備課樣紙和備課紙。備課樣紙給考生提供題目、試講內容和試題要求；備課紙是考生依據備課樣紙的試講內容和要求來(lái)書(shū)寫(xiě)教案的。

備課時(shí)間：20分鐘

20分鐘的備課，考生們不僅要做好備課要求，同時(shí)要設計和檢查好本課的要點(diǎn)。比如教案的結構是否完整、教學(xué)過(guò)程是否互動(dòng)環(huán)節、教學(xué)過(guò)程是否完整、是否體現試講要求等。

下面提供兩份教師資格面試小學(xué)英語(yǔ)教案以供參考。

1、英語(yǔ)聽(tīng)說(shuō)教學(xué)參考教案

課本選擇

外研版小學(xué)五年級下冊 Module 2 Unit 1 She learnt English 聽(tīng)說(shuō)課

課本截圖

參考教案

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、英語(yǔ)閱讀教學(xué)參考教案

課本選擇

外研版小學(xué)六年級下冊 Module 3 Unit 2 The cows are drinking water 閱讀課

課本截圖

參考教案

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: