数学英语的教案精选。

每个老师在上课前需要规划好教案课件，就需要老师用心去设计好教案课件了。同时在写教案课件时，设计内容需要让学生更快地理解各知识要点。那撰写教案时需要考虑的几大因素？以下是由小编为你整理的《数学英语的教案精选》，供你参考，希望能够帮助到大家。

数学英语的教案【篇1】

认识物体和图形

（一）教学内容: 教科书P32～33页 教学目标：

1、通过观察和操作,初步认识长方体﹑正方体﹑圆柱和球，并在活动中初步感知他们的基本特征，知道它们的名称,会辨认这几种物体和图形。

2、体会比较、分类等认识事物的方法，培养初步的观察、操作能力，发展形象思维。

3、感受生活中物体的不同形状，能在日常生活中找出长方体、正方体、圆柱和球等形状的物体。

教学重点:初步认识长方体﹑正方体﹑圆柱和球的实物及图形,能比较准确的列举生活实例。教学难点:区分正方体和有两个面是正方形的长方体。

教具﹑学具准备:

1、长方体﹑正方体﹑圆柱和球等各种形状的物体。包装盒、魔方、乒乓球等

2、多媒体课件.教学过程: 一﹑质疑激情，分一分：

1、同学们,老师这里有一些找不到伙伴的图形精灵，你能帮他们找到自己的伙伴么？请四个同学一组，来给你们带的图形精灵找朋友。（学生把形状相同的放在一起，教师巡视）

2、你们是怎样分的？为什么这样分？

预设：学生把牙膏盒、牛奶盒放在一起；魔方、色子放在一起；茶叶桶、易拉罐放在一起；乒乓球、弹球放在一起。原因：长的一组、方的一组、圆的一组。（学生可能不能分开圆柱和球）

3、揭示概念：长方体、正方体、圆柱、球（老师说的同时举出相应的实物）

二、认一认

1、辨识球。

1）在你的物体堆里，找到球，摸一摸有什么感觉?(圆圆的)2）你还讲过哪些物体是球的形状？（篮球、乒乓球、足球„„）

2、辨识圆柱。

出示圆柱模型，“你能找到跟老师这个图形相同的物体么？”，在学生中找几个形状不同的圆柱

模型，指出：无论高矮，胖瘦，只要是圆圆的，两头平平的，像柱子的物体都是圆柱。

3、区分球和圆柱。

圆柱和球一样也能滚动，但滚动起来又有所不同。请大家把球和圆柱放在桌子滚一滚，看看有 什么不一样。（预设:球前后左右都能滚，圆柱只能前后滚。）

结论：大球小球都淘气，不会走路只会滚。圆柱圆柱真奇怪，站着睡觉躺着玩。

▲课中操

4、感知“长方体”。

1)请同学们仔细看一看，摸一摸你们手中的长方体，把你看到的，摸到的长方体和同学们说一说。

2)汇报：你觉得长方体是什么样子？你是怎么感觉到的？

预设：长长的，有平平的面。有6个平平的面。相对的两个面一样。

3)介绍特例:出示普通的长方形，和两个面是正方形的长方形。

5、感知“正方体”。

1)我们已经认识了长方体，现在认识一下正方体，拿出来看一看，摸一摸。你对它有什么认识？

学生汇报：正正方方，有六个面，每个面都一样。

三．摸一摸。

今天我们认识了长方体、正方体、圆柱、球。现在他们都藏在袋子里，我找同学上来闭上眼摸摸看，你能摸出他是谁么？

四、记忆想象: 同学们请闭上眼睛,听老师描述图形的样子,你们在脑子里想一想这是什么图形? 1:有一种图形正正方方的,有6个平平的面,每个面都一样.2:有一种图形圆圆的,没有平平的面,它特别淘气,不论怎么放它都会滚动.3:有一种图形,长长方方的,有6个平平的面,它不是每个面都一样,但是相对的两个面一样.4:有一种图形.直直的上下一样粗细两头是圆圆的平面,站的很稳, 躺着能滚.五:找一找

今天,我们认识了各种形状的物体,其实在我们的生活中还用它们装扮着我们的生活,请同学们找一找，想一想美丽的生活中哪里还有它们的存在？

数学英语的教案【篇2】

教学目标

教学目标与要求

通过本单元教学，全面复习本册书所列出的重点日常交际用语项目，如：命令与要求、提出建议与忠告、表示个人看法等。全面复习本册书中所列出的重点语法项目，如：定语从句、直接引语和间接引语、被动请态、过去完成时和动词不定式作主语等用法。

教学要点和重点

1．日常交际用语

（1） Can I ask you for some advice?

（2） What can you suggest?

(3)I suggest you (should) ask. 。 。

（4） Ive got an idea.

(5)Why not do.。.？

(6)Why dont you do. 。 。 ？

(7)That is why. 。 。

(8)I thought that. 。 。

2．单词

recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior

3．词组

ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to

4．语法

过去将来时的用法

教学建议

本单元建议

1．本单元的内容非常贴近中学生生活。可就“Friendship”，“Telling Lies”等话题展开讨论，在讨论中学会如何表述心情、如何给予忠告等。

2．对重点句型做句子操练，如完成句子、翻译等。特别注意动词的用法。

3．在口头操练的同时，注意引导学生使用正确的英语句型结构，如：Why not do…；Why dont you do…等等。必要时做笔头操练。

4．在学习过去将来时的时候，同时兼顾对过去完成时态的复习。

5．以给笔友写一封信的方式训练学生的书信表达能力。

重点难点讲解

辨析be tired of ， be tired with

短语be tired of 意思为“厌倦或厌烦……”

I’m tired of his complaints.我对他的抱怨很反感。

He was tired of sleeping with the windows open.他讨厌开着窗户睡觉。

be tired with表示“因……而感到疲倦或劳累”

He was tired with such a long walk,走了这么长的路他感到很累。

We were quite tired with so much homework.做了如此多的作业后我们相当疲劳。

辨析lovely/ beautiful/pretty//handsome/good-looking

lovely吸引人的视、听、嗅、触四觉的，引起喜悦、赞赏的人或物，都可用lovely修饰，尤其指外貌，不包括四德。主要用于修饰女子外貌、天气、景色等。如：

lovely hair/weather（秀发/好天气）。

beautiful 对人而言，指最能给人带来满足的最高尚的和精神的美，包括精致、温柔、愉快、可爱诸因素。形容人时，适合女性。

A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。

pretty意为“美丽的，漂亮的，可爱的”，指逗人喜欢的人或物的精致、优雅、小巧、娇嫩、雅致等属性，有“女子气”及“小巧俏皮”的含义，常修饰女性，不用于男性。

handsome意为“漂亮，英俊”，含匀称、对称、雅致、悦目、吸引人之意，尤指仪表堂堂，举止文雅，具有男性气质。其美大半是修养和训练的结果，常用以修饰男性。

“good-looking” 特指外表容貌的美，多用于指男性。

辨析used to, be used to doing 与be used to do

used to后接动词原形，表示“过去常常（做某事）”，而现在不再做；

He used to be a worker, but now he becomes the manager of the company.

be used to doing / sth. 表示“习惯于做某事”。

She has been used to living alone in the country.

be used to do为use（使用）的被动语态形式，表示“被用来做”；

The hammer is used to break nail into the wall.

辨析reply 和answer

这是一对近义词，都有“回答”之意，但其用各有不同。

1）用作动词，后面都可接that从句，两者可以相通。如：

He answered/replied that he knew nothing about it.

他回答说对此事一无所知。

2）如果加间接宾语时，要用：

answer sb. that. 。 。 /reply to sb that. 。 。

3）当后面接名词或代词时，answer是及物动词， reply为不及物动词，是正式用语。如：

answer a question/reply to a question

answer a letter / reply to a letter

answer the door / doorbell / telephone

（不能说reply the door / doorbell / telephone）

4）作名词时，两者都可与介词搭配；answer还有“答案”之意。如：

the answer / rely / key to the problem. make no answer / reply

课文讲解

1．Well, I’ve recently started biology.我最近刚开始学生物。

Recently意为“近来，最近”多与现在时态连用。

He is not at home recently.他最近不在家。

How are you getting along recently?你近来过得还好吧？

2．You don’t need anything special.你不需要什么特别的东西。

用形容词修饰不定代词something, nothing, anything, somebody, anybody等时，这个形容词通常放在这类不定代词的后面。

Did you find anybody strange nearby? 你在附近看到过什么陌生人吗？

Do you have anything more to say? 你（们）还有什么话要说吗？

3．Then grow some tomatoes in one box,…。然后在盒子里种上一些西红柿

Then see which plants grow higher.

第一句中的grow是及物动词，作“种植（花或庄稼）”解；第二句中的grow 是不及物动词，作“生长，成长”

The young trees are growing well.这些小树长得很好。（vi.）

We grew a lot of flowers this spring.今年春天我们种了许多花。（vt.）

此外，grow还可以作连系动词，作“逐渐变得”，后面跟表语。

She is growing healthy.她的身体逐渐变好了。

4．However, I find it hard. 然而我发现交朋友很难。

句中的it 指上句的making new friends（交新朋友）。全句相当于I find it hard to make new friends.由于it作形式宾语的用法还没有出现过，此处暂不宜向学生解释。

Find作“发现，觉得”，后面可以跟带形容词的复合宾语（宾语+宾补）

I found him very funny.我现他很滑稽可笑。

你觉得这个问题难吗？

5．This is secret, so please don’t tell anybody else.这是一个秘密，因此，请别告诉其它任何人。

句中anybody else=any other person（其它任何人） else是形容词，作“别的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代词连用，并置于不定代词之后。如：

Do you want to see anybody else? 你还想见见别的人吗？

I have bought lots of bread. I’d like to buy something else.我买了许多面包，我还想买点别的东西。

else还可以同what, who, when, where等疑问代词或疑问副词连用。

What else would you like to have? 你还想要点别的什么吗？

过去将来时

1) 过去将来时的基本形式：

基本形式

例子

would+动词原形

I thought I would make lots of new friends.

我曾经认为我会交上许多新朋友。

was/were + going to

I didn’t expect that I were to do the work by myself next week.我不希望下周自己做这个工作。

注意：would+动词原形。would可用于任何人称，这是美国英语的用法。在英国英语中，第一人称用 should，第二、三人称用 would。本教材采用美国英语的用法。此外，过去将来时还可以用“was/were + going to”来表示“原本打算干某事”的意思。另：be to do 不能用于人类不能控制的将发生的事情和动作；be about to do 不能和具体的时间连用。

2) 过去将来时的基本概念：

基本概念

例子

过去将来时表示对于过去某一时间而言将要发生的动作或存在的状态。它是一种相应的时态，总是同某一过去的时间或过去的动作相对应而存在。

The teacher told us he would give us a little test. 老师跟我们讲过，他将给我们来一次小测验。

He said he was going to start for Guangzhou next

数学英语的教案【篇3】

Title: Teaching Plan for Mathematical English

I. Introduction:

Mathematics, as the language of numbers and figures, is universal. However, it often becomes challenging for students to understand and express mathematical concepts in English. This teaching plan aims to bridge the gap and enhance students' understanding and proficiency in mathematical English. By incorporating practical activities, interactive discussions, and relevant exercises, this plan will foster an effective learning environment for students.

II. Objectives:

1. Develop students' vocabulary related to mathematical concepts and operations.

2. Enhance students' ability to understand and express mathematical ideas in English.

3. Improve students' critical thinking and problem-solving skills in mathematical contexts.

4. Cultivate students' ability to explain mathematical concepts and solutions clearly and concisely in oral and written forms.

III. Duration: 10 lessons (45-50 minutes each)

IV. Lesson Plan:

Lesson 1: Introduction to Mathematical Terms

- Begin with a brainstorming activity to assess students' prior knowledge of mathematical terms.

- Introduce new vocabulary related to mathematical concepts, such as angles, equations, and polygons.

- Provide examples and non-examples to ensure comprehension.

- Assign vocabulary-building exercises as homework.

Lesson 2: Mathematical Operations

- Review the four fundamental operations: addition, subtraction, multiplication, and division.

- Demonstrate how to express mathematical operations in English.

- Engage students in group discussions and problem-solving activities.

- Provide practical exercises where students can apply their understanding.

Lesson 3: Word Problems

- Introduce word problems to connect mathematics with real-life situations.

- Teach strategies for solving word problems step-by-step.

- Model the process of identifying key information and translating it into mathematical calculations.

- Analyze sample word problems as a class and encourage students to share their own solutions.

Lesson 4: Mathematical Instructions

- Teach students how to interpret and follow mathematical instructions.

- Provide examples of different types of instructions, such as "solve," "calculate," and "graph."

- Engage students in a hands-on activity where they have to follow given instructions to complete a task.

- Discuss common mistakes students make when interpreting instructions.

Lesson 5: Graphs and Charts

- Introduce vocabulary and phrases related to graphs and charts, such as "x-axis," "y-axis," and "trend."

- Guide students in reading and analyzing graphs and charts.

- Assign a group project where students create their graphs and present their findings in English.

- Provide feedback on pronunciation, clarity, and overall understanding during presentations.

Lesson 6: Mathematical Conversations

- Model conversations related to mathematical scenarios, such as solving equations together.

- Encourage students to engage in pair or group discussions using mathematical vocabulary.

- Provide feedback on language usage, clarity of explanations, and logical reasoning.

Lesson 7: Mathematical Explanations

- Teach students how to explain mathematical concepts clearly and concisely.

- Model sample explanations and present a set of criteria for effective explanations.

- Assign individual or group tasks where students explain a specific mathematical concept to their peers.

- Assess and provide feedback on language accuracy, coherence, and clarity.

Lesson 8: Mathematical Writing

- Introduce guidelines for writing mathematical explanations and solutions.

- Review appropriate sentence structures and vocabulary for mathematical writing.

- Assign a written task where students have to write a step-by-step solution to a problem.

- Provide feedback on grammar, logical reasoning, and clarity of the written explanations.

Lesson 9: Review and Assessment

- Conduct a comprehensive review of the vocabulary, concepts, and skills covered so far.

- Administer a written assessment to evaluate students' understanding and proficiency in mathematical English.

- Provide individualized feedback, highlighting areas of improvement and areas of strength.

Lesson 10: Reflection and Summative Assessment

- Engage students in a reflection activity, where they assess their progress in mathematical English.

- Administer a final assessment to measure students' overall improvement in mathematical English.

- Provide a reflective discussion on students' achievements and areas for further improvement.

V. Conclusion:

By implementing this teaching plan, students' understanding, confidence, and proficiency in mathematical English can be significantly enhanced. Moreover, the skills acquired through this plan will facilitate their scientific and academic endeavors, cultivating a solid foundation for future mathematical studies and applications.

数学英语的教案【篇4】

Title: Teaching Mathematics in English

Introduction:

Teaching mathematics in English presents a unique opportunity to promote bilingualism and enhance students' mathematical understanding. This teaching plan aims to outline the topics and activities that can be used to teach mathematics in English, emphasizing vocabulary acquisition, comprehension, problem-solving skills, and critical thinking.

Objective of the Lesson:

To introduce and reinforce mathematical concepts and vocabulary in English while developing problem-solving and critical thinking skills.

Grade Level: 5-6

Lesson Plan:

1. Warm-up Activity: (10 minutes)

a. Ask students to list mathematical terms or concepts they already know in English.

b. Discuss the terms as a class and introduce any unfamiliar vocabulary.

2. Introduction to the Lesson: (10 minutes)

a. Introduce the topic and the learning objectives to the students.

Example: Today, we will be learning about fractions and how to add and subtract them.

b. Provide the students with a clear explanation of the topic using visual aids and examples.

3. Vocabulary Development: (15 minutes)

a. Introduce key vocabulary related to the topic, such as numerator, denominator, fraction, addition, subtraction, etc.

b. Present the vocabulary through visuals, flashcards, and gestures to aid understanding.

c. Engage students in pair or group activities, where they use the vocabulary in context.

4. Guided Practice: (20 minutes)

a. Model and guide students through examples and problem-solving activities.

Example: Solve the following addition and subtraction problems: 1/3 + 1/4, 3/5 - 1/8, etc.

b. Encourage students to think aloud while solving problems.

c. Provide feedback and clarification when necessary.

5. Independent Practice: (20 minutes)

a. Assign practice problems for students to solve individually or in pairs/groups.

b. Provide a variety of difficulty levels to cater to different students' abilities.

c. Circulate around the classroom, offering support and feedback as needed.

6. Application: Real-World Scenario: (15 minutes)

a. Engage students in a real-world scenario where they can apply the learned concepts and vocabulary.

Example: Plan a picnic with a given budget and calculate the fractions required for various food items.

b. Encourage discussion and collaboration among students to find solutions.

7. Closure: (10 minutes)

a. Review the lesson objectives and key concepts learned.

b. Allow students to ask questions or share their reflections.

c. Assign homework to reinforce the learned concepts.

Assessment:

- Observations during guided practice and independent practice.

- Checking homework assignments.

- Periodic quizzes or tests focusing on mathematical concepts and vocabulary in English.

Conclusion:

Integrating English language learning and mathematics fosters a deeper understanding of both subjects. This lesson plan provides a framework for teaching mathematics in English, ensuring students develop not only their mathematical skills but also their language proficiency. By emphasizing vocabulary acquisition, comprehension, problem-solving, and critical thinking, this approach promotes a well-rounded education.

数学英语的教案【篇5】

数学作为一门学科，不仅具有科学性和实用性，而且还有自己独特的语言体系——数学英语。在数学教学中，数学英语的运用是非常重要的，因此本文将介绍一份数学英语的教案。

一、教学目标

1. 学生能够正确掌握数学英语的基本概念和术语。

2. 学生能够阅读英文数学材料，并理解相关概念、理论和方法。

3. 学生能够运用数学英语进行口头和书面表达，并交流数学思想、结论和推理。

4. 学生能够熟练掌握数学英语在分析和解决数学问题方面的功能和应用。

二、教学内容及方法

1. 数学英语基础知识学习：通过讲解英语中常用的数学概念和术语，以及相关的词汇和语法知识进行学习。

2. 数学英语阅读及理解：通过让学生阅读数学英语文章，了解数学理论和方法，并进行语言运用和交流练习。

3. 数学英语口头及书面表达：通过让学生进行数学英语对话和写作，提高他们的口头和书面表达能力，增强他们运用数学英语的自信心。

4. 数学英语应用实践：通过例题、练习和模拟考试等形式，让学生运用数学英语解决数学问题，提高他们的实际应用能力。

三、教学计划

1. 数学英语基础知识学习（2课时）

a. 数学英语基础概念和术语讲解

b. 数学英语常用词汇和语法知识讲解

2. 数学英语阅读及理解（4课时）

a. 数学英语阅读训练：例题、练习和翻译练习

b. 数学英语实例讲解

3. 数学英语口头及书面表达（4课时）

a. 数学英语对话练习：对于同学用英语提出的问题，用英语回答

b. 数学英语写作练习：写作题目根据实际的数学问题

4. 数学英语应用实践（5课时）

a. 数学英语例题训练和诊断

b. 数学英语应用实践：用英语述说和解决数学问题

四、教学流程

1. 将教材相关的数学英语概念和术语讲解清楚，并让学生记忆和掌握。

2. 通过课件或英语读物，阐述数学理论和方法，并让学生进行英语阅读训练。

3. 在课堂上开展数学英语对话练习和写作练习，让学生体验数学英语应用的实际效果。

4. 针对实际的数学问题通过英语表述方式，让学生运用数学知识解决问题。

5. 诊断性测试，测评学生所学习的数学英语知识及应用能力，并给予针对性的帮助。

五、教学反思

数学英语的学习是一个循序渐进的过程，需要一步步提高学生的英语能力和数学基础。教学中应该注重理论知识和练习相结合，让学生有足够的时间和机会进行实际练习。另外，针对学生不同的英语水平和数学基础，需要采取不同的教学策略，以达到最佳的教学效果。

数学英语的教案【篇6】

在本学期的英语教学中，坚持以下理念的应用:

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;

3、突出学生主体，尊重个体差异;

4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

数学英语的教案【篇7】

Title: Teaching Plan for Mathematics English

Objective: The objective of this teaching plan is to improve students' understanding and command of mathematics concepts and vocabulary in English. By integrating mathematics and English language skills, this plan aims to enhance students' performance in both subjects.

Theme: Geometry - Properties of Triangles

Introduction:

- Greet students and explain the objectives of the lesson.

- Engage students with a brief discussion on the importance of learning geometry and its applications in the real world.

- Present the topic of the lesson: Properties of Triangles.

Warm-up Activity:

- Display visual aids showing different types of triangles.

- Ask students to identify and name the types of triangles shown.

- Engage students in a short discussion about the properties they know about these triangles.

- Introduce key vocabulary related to triangle properties such as sides, angles, congruence, and similarity.

Body:

1. Properties of Triangles:

a. Define and explain the concepts of sides, angles, and vertices of a triangle.

b. Present the basic properties of triangles, including:

- Interior angles add up to 180 degrees.

- Exterior angles add up to 360 degrees.

- Sum of any two sides is always greater than the third side (Triangle Inequality Theorem).

c. Provide examples and non-examples to reinforce understanding.

2. Classification of Triangles:

a. Introduce the classification of triangles based on their sides:

- Equilateral triangles: All sides and angles are congruent.

- Isosceles triangles: Two sides and two angles are congruent.

- Scalene triangles: No sides or angles are congruent.

b. Classify visual examples of triangles together as a class.

3. Congruent and Similar Triangles:

a. Define congruent and similar triangles.

b. Discuss the corresponding properties of congruent triangles and similar triangles.

c. Provide examples to illustrate the concept of congruent and similar triangles.

d. Engage students in practical activities to identify congruent and similar triangles.

4. Coordinating Geometry and English:

a. Provide English vocabulary related to geometrical figures and their properties.

b. Engage students in activities that require the use of geometric vocabulary in English, such as describing and comparing triangles.

c. Encourage students to use English phrases and sentences to explain their mathematical reasoning.

5. Recap and Assessment:

a. Recap the main points covered in the lesson.

b. Assign individual or group tasks to assess students' understanding.

c. Provide feedback and guidance to students.

Conclusion:

- Summarize the key concepts and vocabulary covered in the lesson.

- Reinforce the importance of understanding mathematical terms in English.

- Encourage students to practice using English to discuss mathematics concepts outside the classroom.

Note: This teaching plan is a general outline and can be adapted to suit the specific needs and level of the students. Additional reinforcement activities and resources can be added to enhance the learning experience.

数学英语的教案【篇8】

教案主题：数学英语

教案目标：

1. 学习数学英语的常用词汇和表达方式；

2. 掌握数学英语中的常见句式和语法结构；

3. 提高学生在数学领域的英语表达能力。

教学步骤：

1. 导入（5分钟）

教师介绍数学英语的重要性，并与学生一起分析数学英语的特点和应用场景。鼓励学生分享自己对于数学英语的认识和困惑。

2. 词汇学习（15分钟）

教师向学生介绍数学英语中常用的基本词汇，如数字、运算符、几何图形等，并利用图片、实物或绘图板进行示范和辅助学习。要求学生积极参与，用英语表达自己在数学上的问题和想法。

3. 句式学习（20分钟）

教师引导学生学习数学英语中常见的句式和语法结构，如基本数学问题的表达方式、提问的方式、陈述理论和定理等。通过示例句子和练习题，帮助学生掌握这些句式和语法结构的应用。

4. 综合应用（25分钟）

教师设计一些综合性的任务，要求学生在小组或个人中运用所学的数学英语知识，完成一些数学问题的表达和解答。鼓励学生相互合作，共同探讨解题思路，展示他们的英语表达能力。

5. 总结和反思（10分钟）

教师和学生一起总结今天的学习内容，并就数学英语的学习方法和技巧进行讨论。学生可以提出自己的观点和体会，教师适时给予鼓励和指导。

教学扩展：

教师鼓励学生在日常学习和生活中积极运用数学英语，如在数学课堂上主动使用英语与老师和同学交流、在课后使用英语阅读数学类书籍或网上资源、在家中用英语解题等。这样可以巩固数学知识的同时，提高学生的英语水平。

教案主题范文：数学英语的应用

Mathematics is not only about numbers and equations, but also about understanding and communicating ideas and concepts. As the universal language, English plays a vital role in the field of mathematics. In this lesson, we will explore the application of math English in various mathematical situations.

Firstly, let's start with some key vocabulary. Numbers are at the core of mathematics and we need to be familiar with how to express them accurately. For example, we have cardinal numbers like "one, two, three" and ordinal numbers like "first, second, third". These are essential for counting, ranking, and ordering in mathematics.

Additionally, operators such as "plus, minus, multiply, divide" are crucial for performing basic arithmetic operations. We also need to be aware of symbols like "equals, greater than, less than" for making comparisons and forming equations. Moreover, key geometric terms such as "line, circle, triangle" and their properties are involved in geometry.

Moving on to sentence structures, it is important to know how to ask questions and respond to them in mathematics. To ask questions, we commonly use "What is the value of...?", "How many...?", "Can you explain...?". It's also important to be able to respond to questions such as "The answer is...", "I don't know, could you explain that again?".

Furthermore, when explaining mathematical theories or theorems, we can use phrases like "According to...", "In conclusion...", "Therefore...". These phrases help us express our thoughts clearly and logically.

Now, let's apply the knowledge and skills we have learned. In groups, you will be given a set of math problems to solve and present to the class using math English. Each group member should take turns explaining the steps and solutions in English. This activity will not only test your understanding of math concepts, but also improve your English speaking skills.

To conclude, math English is essential in understanding and communicating mathematical ideas. By learning key vocabulary, sentence structures, and practicing their application, we can become more confident and proficient in both mathematics and English. Keep practicing and using math English in your daily life to continue improving your skills.

数学英语的教案【篇9】

Title: Teaching Mathematics in English

Introduction:

Mathematics is a universal language, and it transcends cultural and linguistic barriers. English is widely used as a common language of communication in various fields, including academia. Teaching mathematics in English provides students with an opportunity to enhance their mathematical skills while improving their proficiency in English. This article presents a sample lesson plan for teaching mathematics in English, focusing on the topic of fractions.

Objective:

By the end of the lesson, students will be able to understand and use vocabulary related to fractions, perform basic operations with fractions, and apply their knowledge of fractions to solve real-life problems.

Materials:

- Whiteboard and markers

- Worksheets with fraction problems

- Flashcards with fraction vocabulary

- Online resources (optionally)

Duration: 60-90 minutes (depending on the students' proficiency level)

Lesson Plan:

1. Warm-up (10 minutes)

- Begin the lesson by displaying visual representations of fractions on the whiteboard.

- Ask students to identify the fractional parts and write them down.

- Encourage open class discussion by asking questions like "What does the numerator represent?" and "What does the denominator represent?"

2. Vocabulary Introduction (10 minutes)

- Introduce key vocabulary related to fractions using flashcards.

- Teach terms such as numerator, denominator, proper fraction, improper fraction, mixed number, equivalent fraction, and common denominator.

- Present each term, provide examples, and have students repeat the vocabulary words aloud.

3. Explanation and Practice (30 minutes)

- Explain the concepts of proper fractions, improper fractions, and mixed numbers.

- Use visual aids such as fraction bars or pie charts to demonstrate these concepts.

- Provide examples of each type of fraction and ask students to identify them.

- Give worksheets to students and guide them through solving problems involving fractions.

- Encourage pair work and peer-to-peer collaboration during the practice session.

- Monitor students' progress and provide assistance as needed.

4. Real-life Application (10 minutes)

- Engage students in solving real-life problems that involve fractions.

- Provide examples such as dividing a pizza equally among friends or calculating discounts.

- Encourage students to apply their knowledge of fractions to solve these problems.

- Allow students to share their strategies and solutions with the class.

5. Consolidation and Review (10 minutes)

- Summarize the key concepts and vocabulary covered in the lesson.

- Ask students to self-assess their understanding of fractions.

- Conduct a class review game, such as a quick-fire quiz or a "bingo" game using fraction-related terms.

- Reward students for their active participation and correct answers.

Conclusion:

Teaching mathematics in English not only develops students' mathematical skills but also enhances their language proficiency. This sample lesson plan provides a framework for teaching fractions in English, incorporating vocabulary introduction, explanation, practice, real-life application, and consolidation. By creating an engaging and interactive learning environment, students can confidently understand and utilize mathematical concepts expressed in the English language.

数学英语的教案【篇10】

Title: Teaching Mathematics in English - A Comprehensive Lesson Plan

Introduction:

Teaching mathematics in English can be a challenge for both teachers and students. However, integrating English language skills with mathematical concepts can greatly enhance students' understanding and communication abilities. This lesson plan aims to provide a step-by-step guide for teaching a math lesson in English.

Lesson Title: "Introduction to Geometric Shapes"

Objective:

The objective of this lesson is to introduce elementary students to different geometric shapes and develop their ability to identify and describe them accurately using English language skills.

Level: Elementary (Grade 3)

Language Level: Basic English language skills (students can understand and speak basic English)

Time Required: 1 hour

Materials:

- Whiteboard or blackboard

- Markers or chalk

- Flashcards of different geometric shapes

- Large chart paper

- Scissors

- Glue

- Worksheets with geometric shapes for each student

Procedure:

1. Warm-up (5 minutes):

- Greet the students and start the class with a fun activity to engage their attention and activate prior knowledge.

- Use flashcards to show different shapes, such as circles, squares, triangles, and rectangles. Ask students to name each shape while showing it.

- Encourage students to share any information they might already know about these shapes.

2. Introduction (10 minutes):

- Write the names of the shapes on the board while the students repeat after you.

- Show each shape on the flashcards again and ask students to describe its properties, such as the number of sides and vertices.

- Write down the properties for each shape on the board, using simple English sentences or phrases, e.g., "A square has four sides and four vertices."

3. Main Activity - Shape Collage (30 minutes):

- Divide the students into groups of 4-6 and distribute a large chart paper, scissors, glue, and flashcards of different shapes to each group.

- Explain that their task is to create a shape collage by cutting out the shapes from the flashcards and gluing them onto the chart paper.

- While working on the collage, students should discuss the names and properties of each shape in English within their groups.

4. Presentation and Discussion (10 minutes):

- Ask each group to present their shape collage to the class.

- As the collages are presented, ask guiding questions to engage students in a discussion about the shapes:

- "Which shape has more sides, a triangle or a rectangle?"

- "Can you find any shapes in our classroom that match the ones in your collage?"

- "What shape does a pizza have?"

- Encourage students to use complete sentences in English when answering the questions.

5. Wrap-up (5 minutes):

- Distribute worksheets with geometric shapes to each student.

- Ask students to color or label the shapes using English words.

- Go around the class to provide individual help and guidance.

Assessment:

Assess students during their group work, participation in class discussions, and completion of the worksheets. Observe their ability to accurately identify and describe geometric shapes in English.

Conclusion:

Teaching mathematics in English provides a valuable opportunity for students to improve their language skills while developing a strong foundation in mathematical concepts. By integrating English language skills with math lessons, students can enhance their understanding, communication abilities, and overall academic performance.

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