数学英语的教案

数学英语的教案13篇。

对于新入职的老师而言，教案课件还是很重要的，因此教案课件不是随便写写就可以的。 学生反应可以帮助教师及时评估自己的教学效果。合同范本网编辑今天为大家准备了一篇精选文章讲述的是“数学英语的教案”，如果您对这个话题感兴趣请跟进我们的网站！

数学英语的教案【篇1】

Title: "Teaching Mathematics in English: A Lesson Plan"

Objective:

To develop students' mathematical understanding and language skills by teaching mathematics in English.

To enhance students' ability to comprehend and communicate mathematical concepts in English.

Level: Intermediate

Duration: 60 minutes

Materials:

- Whiteboard or blackboard

- Markers or chalk

- Worksheets with math problems

- Vocabulary flashcards related to math terms

- English-Mathematics glossary (if available)

Lesson Plan:

Introduction (5 minutes):

- Greet the students and warm them up by asking some simple questions related to their previous knowledge of mathematics and their English proficiency.

- Explain the purpose of teaching mathematics in English: to improve their math skills and develop their English language skills at the same time.

- Encourage students to be active participants during the lesson and not to worry about making mistakes when using English.

Vocabulary Introduction (10 minutes):

- Present a set of flashcards with vocabulary related to the specific math topic being taught in the lesson. For example, if the topic is geometry, flashcards may include words such as triangle, square, circle, etc.

- Pronounce each word clearly and ask the students to repeat after you.

- Use the flashcards to explain the meanings of the words, using gestures or visuals if necessary.

- Write the words on the board with their definitions or give examples of how they can be used in sentences.

Concept Explanation (20 minutes):

- Introduce the main concept of the lesson using visuals, real-life examples, or manipulatives to make it more understandable.

- Use simple, clear language to explain the concept in English, breaking it down into smaller parts if necessary.

- Ask students if they have any questions or if they need further clarification.

Practice Activities (20 minutes):

- Provide worksheets with math problems related to the concept being taught.

- Ask the students to work in pairs or small groups to solve the problems.

- Encourage them to discuss their strategies and explain their solutions to each other in English.

- Monitor the groups and provide assistance when needed.

Wrap-up (5 minutes):

- Bring the class back together and have a brief discussion about the lesson.

- Ask students if they feel that learning math in English is helpful for their understanding and if they encountered any challenges during the activities.

- Offer further explanations or help with any misconceptions that students might still have.

Homework (optional):

- Assign additional math problems related to the concept taught in class. Ask students to write out the problems and their solutions using English language.

- Encourage students to use math terminology and vocabulary they learned during the lesson.

Conclusion:

By integrating mathematics and English language learning, students will not only improve their math skills but also develop their proficiency in English. Teaching mathematics in English allows students to practice using the language in a real-life context and enhances their ability to explain and comprehend mathematical concepts.

数学英语的教案【篇2】

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3】

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4】

Title: Teaching Mathematics in English

Introduction:

In recent years, there has been a growing trend in teaching mathematics in English. This approach aims to enhance students' mathematical understanding while simultaneously improving their English language skills. This article will discuss the benefits of teaching mathematics in English, along with providing a sample lesson plan to implement this teaching method effectively.

Benefits of Teaching Mathematics in English:

1. Enhanced Language Skills: Teaching mathematics in English helps students develop their vocabulary, reading comprehension, listening, and speaking skills in English, thus making them proficient in both mathematics and language simultaneously.

2. Global Perspective: English is the most widely spoken language in the world. By teaching mathematics in English, students are exposed to various mathematical concepts and terminologies used globally, making them well-prepared for international examinations and competitions.

3. Critical Thinking Development: Mathematical problem-solving requires logical thinking and analytical skills, which are further strengthened when students solve problems in a foreign language like English.

4. Improved Cognitive Skills: Studying mathematics in English stimulates the brain, improving memory, concentration, and overall cognitive abilities. This, in turn, positively impacts students' performance in other subjects as well.

5. Career Advancement: English is a vital skill in today's globalized workforce. Students proficient in both English and mathematics have better job prospects in various sectors like technology, engineering, and finance.

Sample Lesson Plan: Solving Quadratic Equations

Subject: Mathematics

Level: High School (Grade 10)

Time: 45 minutes

Objectives:

1. Students will understand the concept of quadratic equations.

2. Students will learn the methods of solving quadratic equations.

3. Students will practice solving quadratic equations in English.

4. Students will be able to apply their knowledge to solve real-life quadratic equation problems.

Procedure:

1. Warm-up (5 minutes):

- Review the vocabulary related to quadratic equations: equation, variable, coefficient, quadratic, roots, etc.

- Discuss the importance of quadratic equations in mathematics and real-life applications.

2. Presentation (10 minutes):

- Introduce the concept of quadratic equations using visual aids and examples.

- Explain the methods of solving quadratic equations: factoring, completing the square, and using the quadratic formula.

3. Practice Activities (20 minutes):

- Divide students into pairs or groups.

- Provide each group with a set of quadratic equations to solve in English.

- Encourage students to discuss and explain their solution methods to each other.

4. Application (8 minutes):

- Present a real-life scenario where quadratic equations can be applied (e.g., calculating projectile motion or finding the maximum profit for a product).

- In groups, students apply their knowledge by solving the given problem using quadratic equations.

5. Wrap-up (2 minutes):

- Review the key concepts learned during the lesson.

- Address any doubts or questions from the students.

- Assign homework to reinforce their understanding of quadratic equations.

Conclusion:

Teaching mathematics in English not only improves students' language skills but also enhances their mathematical abilities and critical thinking. The sample lesson plan provided offers a framework to introduce and practice quadratic equations in English. By incorporating this teaching method, educators can create a dynamic and effective learning environment for students, preparing them for success in both mathematics and English.

数学英语的教案【篇5】

Title: Maths English Lesson Plan

Duration: 60 minutes

Grade Level: 7th Grade

Objective:

- To enhance students' understanding and usage of mathematical English vocabulary

- To develop students' ability to communicate mathematically in English

- To strengthen students' problem-solving skills and critical thinking abilities

Introduction (10 minutes):

1. Greet the students and briefly explain the purpose of the lesson.

2. Engage students with a short maths warm-up activity, such as mental math questions or a quick problem-solving exercise.

3. Provide a brief overview of the importance of mathematical English and its significance in solving mathematical problems.

Main Activity 1: Vocabulary Building (20 minutes):

1. Introduce a list of commonly used mathematical English vocabulary words relevant to the current unit or topic.

2. Present the words with their definitions, written on the board or a handout, and pronounce them clearly to ensure understanding.

3. Divide the class into pairs or small groups and distribute vocabulary worksheets.

4. Instruct students to match the words with their definitions and discuss their answers within their groups.

5. Review the correct answers as a whole class and address any questions or doubts students may have.

Main Activity 2: Problem-solving and Communication (25 minutes):

1. Provide students with a set of mathematical word problems related to the current unit or topic.

2. Explain that students need to work in pairs or small groups to solve the problems collaboratively using mathematical English to communicate their thought processes and solutions.

3. Circulate the classroom, monitoring the groups and offering assistance as needed.

4. Encourage students to use appropriate vocabulary and phrases while discussing and presenting their solutions.

5. Once students have solved the problems, have each group present one problem and their solution to the class, summarizing their approach and explaining the steps clearly.

Conclusion (5 minutes):

1. Recap the importance of mathematical English vocabulary and its role in problem-solving.

2. Encourage students to continue practicing their mathematical English skills in and outside the classroom.

3. Provide additional resources, such as online platforms or reference books, for further self-study on mathematical English.

4. Conclude the lesson by thanking the students for their participation and efforts.

Note: This lesson plan is flexible and can be adapted to suit different grade levels and topics within mathematics. The duration can also be adjusted based on the specific needs and requirements of your classroom.

数学英语的教案【篇6】

Title: Teaching Mathematics in English

Introduction:

In recent years, the importance of learning mathematics in English has become increasingly recognized. As English is a universal language, students who are proficient in mathematics will gain an advantage in their academic and professional lives. This teaching plan aims to present an effective and engaging method of teaching mathematics in English for students at the intermediate level. By combining mathematical concepts with English language skills, students will not only improve their mathematical abilities but also enhance their English language proficiency.

Objectives:

1. To improve students' understanding of mathematical concepts.

2. To enhance students' English language skills, particularly in the areas of vocabulary, comprehension, and communication.

3. To equip students with the ability to solve mathematical problems using English language skills.

4. To increase students' confidence in using mathematical and English terminology.

Teaching Plan:

I. Warm-up Activity (10 minutes)

- Engage students in a short discussion on the importance of mathematics and the English language in various professional fields.

- Introduce mathematical and English vocabulary related to the day's lesson.

II. Presenting Mathematical Concepts (20 minutes)

- Introduce the topic using visual aids, diagrams, and real-life examples.

- Explain key mathematical terms in English, encouraging students to take notes and ask questions.

- Ensure students understand the concepts by asking comprehension questions in English.

III. Mathematical Practice (30 minutes)

- Provide students with practice exercises related to the topic.

- Divide students into pairs or small groups to discuss and solve problems in English.

- Encourage students to verbalize their thought processes in English while solving the problems.

IV. Language Development (20 minutes)

- Review and expand students' mathematical and English vocabulary relevant to the topic.

- Practice pronunciation and correct usage of mathematical and English terms through role plays and dialogues.

- Provide additional exercises to reinforce understanding of mathematical and English language skills.

V. Consolidation and Assessment (20 minutes)

- Conduct a brief review of the lesson to assess students' understanding of the mathematical concepts and their ability to express themselves in English.

- Assign homework exercises that require students to apply what they have learned in English language and mathematical skills.

- Provide feedback and guidance to address any areas of difficulty.

VI. Closure (10 minutes)

- Summarize the lesson and highlight the importance of effective communication in mathematics and English.

- Encourage students to continue practicing their mathematical and English language skills outside of the classroom.

Conclusion:

By integrating mathematics and English language skills into the teaching approach, this method fosters a comprehensive understanding of both subjects. Students not only acquire mathematical knowledge but also develop valuable language skills that will benefit them in their academic and professional lives. With regular practice and reinforcement, students will gradually become comfortable using English to discuss and solve mathematical problems, contributing to their overall academic success.

数学英语的教案【篇7】

教学准备

教学目标

1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face,according to.

2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。

教学重难点

教学重点:

1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

2、训练学生的阅读技巧，提高学生阅读速度和理解能力。

教学难点:

对所获得的信息进行处理、加工和学习，形成有效的学习策略。

教学工具

ppt课件

教学过程

。.。

板书

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ，warm-hearted ，helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

数学英语的教案【篇8】

1.每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

2.每天记住学过的单词生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。

5.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

6.关注学生的情感，营造宽松、民主、和谐的教学氛围。

7.实施"任务型"的教学途径，培养学生综合语言运用能力

8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

9.加强对学生学习策略的指导，为他们终身学习奠定基础。

10.要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。

数学英语的教案【篇9】

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.

数学英语的教案【篇10】

第四单元 认识物体和图形

第1课时

认识立体图形（第34页）完成相应的“做一做”及第3７页的第１、2题 教学目标：

1、通过观察、操作，使学生初步认识长方体、正方体、圆柱和球。知道它们和名称，初步感知其特征，会辨认这几种形状的物体和图形。

2、培养学生动手操作和观察事物的能力，初步建立空间观念。

3、通过数学活动，培养学生用数学进行交流，合作探究和创新的意识。

4、使学生感受数学与现实生活的密切联系。

教学重难点：使学生直观认识长方体、正方体、圆柱和球这几种形状的物体和图形，初步建立空间观念。

教具准备：各类立体图形，图形卡片 学具准备：各种形状的实物 教学过程：

一、设疑激趣

1、分学具： ⑴师：同学们，瞧谁来了？（出示课件：带音乐的机器狗）

⑵师：对！机器人想和我们共同学习，还给每个小组的小朋友带来了一篮礼物，想知道有什么礼物吗？赶快打开，你认识什么，就给组里的小朋友说什么，每个人都说说。（学生以组为单位说出实物名称）

⑶汇报：哪个勇敢的小朋友能大声说说你们的礼物？其他小朋友仔细听，看看你们有不同的吗？（组内小朋友轮流说学具）

提要求：这么多学具中，你们能把“相同的”放在一起吗？四个小朋友共同试试

二、操作感知

A：分――提示概念

1）活动：按教师提的要求，学生分组活动，教师巡视。

2）汇报：哪个聪明的小朋友说一说你是怎么分的？师：他们是这样分的，和你们一样吗？（其他同学进行补充）

3）揭示概念：每种物体它们都有一个共同的名字，你知道是什么吗？教师根据学生所说，出示名称：长方体、正方体、圆柱体、球

4）活动

教师板书：球 问：请你高高举起球，互相看看拿对了吗？放回学具篮中，依次出现：圆柱、正方体、长方体（长方体不放回篮中）B：摸――感知图形 a：感知长方体

（1）活动：请小朋友仔细看一看，摸一摸你们手中的长方体，把你看到的、摸到的长方体先和组里的小朋友说一说。

（2）汇报：师：谁能告诉大家，你现在觉得长方体是什么样子？你是怎么感觉到的？（学生口答）

b:感知正方体、圆柱、球

① 活动：我们已经认识了长方体，现在你还想认识什么样的物体，就拿出来看一看，摸一摸，再给同组的小朋友说说心中的感受。② 汇报：学生仿照长方体的汇报，依次说：

正方体：方方的，6个面，棱，顶点，不能滚动 圆柱：上下一样粗，圆的，能滚动 球 ：光光的，能滚动 学生每汇报完一种物体的特征，老师：请不是拿这种物体的小朋友赶快找一个看一看，摸一摸，看一看你有没有这样的感觉。

c:比较

① 出示第3５页的做一做的第一幅图

师：看了这幅图：你有什么问题想问大家吗？

(学生讨论)② 出示圆柱和球的滚动图

师：圆柱和球能滚动，但它们滚动的一样吗？ d:形成表象

师：去掉长方体的花外衣，你还认识它吗？（师出示抽象的几何图形：长方体、正方体、圆柱、球）

师：请小朋友闭上眼睛想一想，长方体„„„（依次分四种图形）一样吗？

e：出示课题：今天我们一起认识了物体（板书：认识物体）它们的形状是长方体、正方体、圆柱、球。

f：联系实际说一说在你身边哪些物体的形状是这样的。活动

a)数一数（电脑出示）数一数刚才的机器人分别用了多少个长方体、正方体、圆柱、球（学生可以独立地数，也可以自由组合）

b)搭学具

活动：看看你们组的学具，说说准备搭个什么？然后再分工，由谁来搭，谁来传递，谁来讲解。讨论好了，就用你们智慧和灵巧的双手开始工作吧！（学生分组活动，教师巡视）

小组汇报： 四：全课小结

今天，我们不仅认识了各种形状的物体，还用它们装扮了我们的生活。

五、课后作业

P3７页的第１、２题

安全教育：课间十分钟的活动要有序，不在走廊或者教室里乱跑乱撞、互相追逐、拿粉笔头当子弹，或者大声喧哗。

教学反思：学生通过对实物，模形，立体图等的观察。对所学内容掌握较好。

第2课时

活动课（搭积木）教学目标

通过触摸、拼摆等生动有趣的活动，使学生加深对本单元所学立体图形（长方体、正方体、圆柱和球）的认识，初步体会图形的特征和相互之间的关系。同时感受学习数学的乐趣。教具、学具的准备

教师和学生各准备一些形状是长方体、正方体、圆柱和球的实物，教师还要准备几个其他形状的实物，如棱柱形铅笔，三棱柱积木等。教学过程

一、介绍“找物品”的方法

师：请同学们把课前准备好的形状是长方体、正方体、圆柱和球的实物拿出来，同桌同学互相介绍一下自己收集的实物的形状。

同桌学生互相介绍完后，让他们把自己的每种形状的实物各选一个，集中起来放在一个大桌子上或地上。然后把全班同学分成4组，每组同学各管一种形状的实物，把这些实物分一分类。管正方体的要把正方体的实物归为一类。分好类后，各组同学摸一摸、说一说本组那类实物的形状，再选两个代表在班里说一说实物的形状。对于非本单元所学形状的实物，可以归为一类，交给教师，教师告诉学生：这些物体的形体不是我们这一单元所学的，但是它们也是一种立体图形，以后我们在中学会学到。

活动结束后，教师将分好类的物体收拾好，以便在下面的活动中使用。

教师将全班学生分成三组，分别做“摸实物”、“搭积木”、“随意拼”三种游戏。

二、介绍“摸实物”的方法

1．准备实物

教师从“找物品”的活动收集起来的实物中，选一些形状稍大的便于确定形状的实物（包括棱柱形实物，如棱柱形铅笔，三棱柱积木）放在地上。

2．摸实物

把做“摸实物”活动的同学，分成几个小组，以小组为单位进行活动。教师请一小组作示范说明游戏规则：先让一个同学拿出一个立体图形（如圆柱）给另外两个同学看，看清后把这两个同学的眼睛蒙上，然后让他们从桌子上摸出这种图形，其他同学进行判断。如果摸错了，可以让他们继续摸，直到摸对为止。然后再给蒙上眼睛的同学各拿一个立体图形，让他们摸一摸，说出拿出的是什么形状的物体。这样做两次后，让进行判断的同学来出题摸实物。

三、介绍“拼积木”的方法

1．教师示范

教师用积木边拼边说：“我用4个大小相同的长方体可以拼一个大的正方体，还可以用2个大小相同的正方体拼一个长方体。”

2．学生拼积木

师：请同学们自己拼一拼，看能不能用几个大小相同的正方体拼一个大的正方体或长方体，能不能用大小相同的长方体拼一个大的正方体或长方体？

学生拼的时候，教师注意巡视。集体订正时，从用几个长方体拼成一个正方体或长方体，用几个正方体拼一个长方体或正方体的拼法中各选一种展示出来，让学生说一说拼成后的立体图形各用了几个什么形状的积木。

四、介绍“随意拼”的方法

1．带着拼

教师边拼边说：这里老师用一个长方体、一个正方体和两个圆柱拼了一辆汽车，同学们，你们也能拼一辆汽车吗？

让学生自己拼，教师巡视，如果学生拼的汽车的形状、大小和教师拼的不一样，只要能看出是汽车就行。2．随意拼

师：同学们除了拼汽车，还会拼其他东西吗？

让学生根据个人的喜好随意拼摆一些东西，拼摆用的实物可以是积木，也可以是其它东西，例如拼坦克，可以用长方体的饮料盒作车身，用易拉罐作车轮，用圆柱形的积木作炮筒。学生拼好后，教师选几件有趣的东西展示给全班同学，让拼的同学告诉大家拼的是什么东西，各用了什么形状的物品。

安全教育：有些同学喜欢爬高爬围墙，这种行为是非常危险的，应自觉控制自己改正这种行为，以防摔伤。

教学反思：学生对搭积木很感兴趣，本节课通过“玩”，让学生加深对本单元所学立体图形（长方体、正方体、圆柱和球）的认识，初步体会图形的特征和相互之间的关系，如怎样才能把球放稳等等。同时感受学习数学的乐趣。

数学英语的教案【篇11】

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12】

Mathematics English Lesson Plan

Title: The Pythagorean Theorem

Level: Middle School (Grade 8)

Objectives:

1. Students will understand the concept of the Pythagorean theorem and its applications.

2. Students will be able to solve problems using the Pythagorean theorem.

3. Students will develop their English language skills by discussing and presenting their solutions using mathematics vocabulary in English.

Materials:

- Whiteboard and markers

- Printed copies of the Pythagorean theorem formula and related examples

- Calculators (optional)

Warm-up Activity (10 minutes):

1. Write the word "Pythagorean" on the board and ask students if they have heard of it before. Discuss previous knowledge and any mathematical concepts related to Pythagoras.

2. Introduce the Pythagorean theorem by explaining that it is a mathematical principle created by the ancient Greek mathematician Pythagoras. Write the formula on the board: a^2 + b^2 = c^2.

Introduction (10 minutes):

1. Show a visual representation of a right triangle on the board. Label the sides as a, b, and c.

2. Ask students to identify which side represents the hypotenuse. Explain that according to the Pythagorean theorem, the sum of the squares of the two legs (a and b) is equal to the square of the hypotenuse (c).

3. Write an example on the board, such as: If a = 3 and b = 4, what is the value of c? Solve the problem together as a class using the Pythagorean theorem formula.

Main Activity (30 minutes):

1. Divide the class into pairs or small groups.

2. Distribute printed copies of different examples involving the Pythagorean theorem to each group.

3. Explain that each group will be assigned a problem to solve and present to the class, using English to explain their process and solutions.

4. Encourage students to use mathematical vocabulary in English as they work on solving the problems, such as "right angle," "square root," "square," "multiply," "subtract," etc.

5. Monitor and provide assistance as needed.

6. Each group will present their solution to the class in English, explaining their reasoning and steps taken to find the solution.

- Groups can use a combination of written explanations, diagrams on the board, or PowerPoint presentations.

Wrap-up Activity (10 minutes):

1. Discuss the different solutions presented by each group as a class.

2. Emphasize the importance of accurately using the Pythagorean theorem formula and mathematical vocabulary in English.

3. Summarize the key points of the lesson and highlight real-life applications of the Pythagorean theorem, such as calculating distances, building structures, and navigation.

4. Provide a brief review of the Pythagorean theorem formula and its significance.

Homework (optional):

Assign practice problems for students to solve using the Pythagorean theorem. Encourage them to write a short paragraph explaining the process and solutions in English.

Note: The lesson plan can be adjusted based on the level and specific needs of the students. Additional time can be allocated for students to practice solving problems individually or for more group presentations.

数学英语的教案【篇13】

威戎小学2011年秋季第六周一年级数学集体备课教案

内 容：第四单元：认识物体和图形

主 备：李彩云 备课人员 ：张宏芳 高凤国 杨学慧

第一课时: 学习目标：使学生能够认识长方体、正方体、圆柱和球等立体图形；形成一定的观察能力和操作实践能力；形成一定的合作意识和运用数学知识解决实际问题的意识。学习重点：

1、对立体图形有一定的感性认识。

2、使学生顺利完成从实物图到一般模型的抽象过程。学习难点：区分长方体和正方体。教学准备：

1、每小组自备形状各异的实物、积木等。

2、长方体、正方体、圆柱和球的立体模型。学习过程：

一、导入（5分钟）：出示教学用图，问“小朋友们看，这是谁？”“小朋友们喜欢小叮当吗？小叮当有许多小宝贝，你们都认识吗？”（教师出示几样物体，学生辨认）

二、操作感知，形成表象，初步建立空间观念（18分钟）：

1、分一分：可是这些小宝贝太乱了，小叮当想让能干的小朋友们帮帮忙，每个小组都有一篮子小宝贝，它们都混在一起了，有铁做的、塑料做的，大的小的，花的绿的等等。和小组小朋友讨论，你们认为哪些是相同的分成一堆，看看能分成几堆？一堆堆整理放好。

2、议一议：小组里的小朋友说说你们是怎么分的。

3、指名汇报讨论情况：“其它组小朋友要注意听他们是怎么分的，待会给他们提点建议。”“你们同意他们的分发吗？有什么不同意见吗？”

4、再分一次：这组小朋友把小宝贝分得很清楚，他们把形状相同的分在了一起，分成了4堆，你们也会和这组小朋友一样，按形状来分吗？现在请小朋友们再分一次，分完的小组可邀请别组小朋友参观，介绍一下你们怎么分的。

5、再指名几个小组汇报。

6、出示课题：小朋友们真厉害，把原来乱七八糟的物体都分好拉。今天我们就来认识物体。教师板题：认识物体。

7、起名字：小朋友们把形状相同的物体分成了4堆，可是他们都还没有名字呢！小朋友们都有好听的名字，小叮当的小宝贝也想有个名字。谁能根据他们的形状，给每一堆物体起个名字呢？（教师展示出平面图，并配以名字）正方体长方体 圆柱 球。

8、认一认：大家起的名字真好！现在请小朋友们在小脑袋里记下这些图形和名字。每个人选一个自己喜欢的物体拿在手上，仔细看清它们的样子。拿了正方体的请举起来，是长方体的请举起来，你认为是圆柱的举起来，拿到球的小朋友举高点！

9、操作感知各形状物体的特征：好啦！小朋友们都认识了这些物体的形状，现在请小朋友拿出一个正方体和一个长方体，摸一摸它们的面、边，比一比，你发现了什么？和小组小朋友说一说（指名汇报，如果有必要可伺机让学生区分长方体和正方体“这两兄弟长得太像了，老师都把他们两搞混了，哪个小朋友能干！有什么好办法能认出他们呀？”教师拿出模型让学生区分两者）再拿出一个圆柱和球，玩一玩，摸一摸，滚一滚，和小组小朋友说说你又发现了什么？（指名汇报）

10、教师举物体，全班一起说是什么这些物体是什么形状。（好！现在请小朋友们轻轻地把东西放回篮子里）

11、游戏：现在我们来做个游戏好吗？游戏的名字叫“盲人摸物”，教师找个学生示范，请一个小朋友蒙上眼睛，教师拿出一个物体，学生摸摸后并说出它是什么形状的。（学生小组内玩这个游戏）“小朋友们太聪明拉，一下子就猜对拉，现在我们换个玩法，这回是老师说物体形状的名字，请你摸出一个这个形状的物体来！”（小组内再一次玩“盲人摸物”的游戏）

12、联系生活：游戏好玩吗？下课以后小朋友们再继续玩好吗？（教师出示室内图）现在请大家看，这里有幅图，画的是哪里呀？（家里）那有什么东西是今天我们学过的形状？（指名回答）那么你们在家里、教室、学校、大街上还看到过什么东西是这些形状的啊？（先指名说，再和小组小朋友说）

三、课中休息（2分钟）：小朋友们真能干！帮小叮当整理了百宝袋！小叮当高兴得唱起了《小叮当歌》，我们一起唱好吗？（教师放歌，学生跟着边唱边跳）

四、巩固练习（4分钟）：

1、搭一搭：小朋友，你们当过设计师吗？那我们现在就来当当小小设计师，用桌子上的物体搭一搭，摆一摆你自己喜欢的东西。

2、指名汇报：“说说你用什么图形摆了什么？”

五、总结（1分钟）： 今天我们学习了哪几种图形？

六、课堂练习： 1．必做题：练习题1、2 2．选做题：比一比，谁算得又对又快。

3．思考题：

教学反思：

第二课时

主 备：李彩云 备课人员 ：张宏芳 高凤国 杨学慧

学习目标：通过触摸、拼摆等生动有趣的活动，使学生加深对本单元所学立体图形的认识，初步体会图形的特征和相互之间的关系。

学习准备：教师和学生各准备一些形状是长方体、正方体、圆柱和球的实物，教师还要准备几个其他形状的实物，如棱柱形铅笔，三棱柱积木等。学习过程：

一、介绍“找物品”的方法（8分钟）：

师：请同学们把课前准备好的形状是长方体、正方体、圆柱和球的实物拿出来，同桌同学互相介绍一下自己收集的实物的形状。

同桌学生互相介绍完后，让他们把自己的每种形状的实物各选一个，集中起来放在一个大桌子上或地上。然后把全班同学分成4组，每组同学各管一种形状的实物，把这些实物分一分类。管正方体的要把正方体的实物归为一类。分好类后，各组同学摸一摸、说一说本组那类实物的形状，再选两个代表在班里说一说实物的形状。对于非本单元所学形状的实物，可以归为一类，交给教师，教师告诉学生：这些物体的形体不是我们这一单元所学的，但是它们也是一种立体图形，以后我们在中学会学到。活动结束后，教师将分好类的物体收拾好，以便在下面的活动中使用。

教师将全班学生分成三组，分别做“摸实物”、“搭积木”、“随意拼”三种游戏。

二、介绍“摸实物”的方法（8分钟）： 1．准备实物教师从“找物品”的活动收集起来的实物中，选一些形状稍大的便于确定形状的实物（包括棱柱形实物，如棱柱形铅笔，三棱柱积木）放在地上。

2．摸实物把做“摸实物”活动的同学，分成几个小组，以小组为单位进行活动。教师请一小组作示范说明游戏规则：先让一个同学拿出一个立体图形（如圆柱）给另外两个同学看，看清后把这两个同学的眼睛蒙上，然后让他们从桌子上摸出这种图形，其他同学进行判断。如果摸错了，可以让他们继续摸，直到摸对为止。然后再给蒙上眼睛的同学各拿一个立体图形，让他们摸一摸，说出拿出的是什么形状的物体。这样做两次后，让进行判断的同学来出题摸实物。

三、介绍“拼积木”的方法（8分钟）：

1．教师示范，用积木边拼边说：“我用4个大小相同的长方体可以拼一个大的正方体，还可以用2个大小相同的正方体拼一个长方体。”

2．学生拼积木，请同学们自己拼一拼，看能不能用几个大小相同的正方体拼一个大的正方体或长方体，能不能用大小相同的长方体拼一个大的正方体或长方体？学生拼的时候，教师注意巡视。集体订正时，从用几个长方体拼成一个正方体或长方体，用几个正方体拼一个长方体或正方体的拼法中各选一种展示出来，让学生说一说拼成后的立体图形各用了几个什么形状的积木。

四、介绍“随意拼”的方法（6分钟）

1．带着拼，教师边拼边说：这里老师用一个长方体、一个正方体和两个圆柱拼了一辆汽车，同学们，你们也能拼一辆汽车吗？让学生自己拼，教师巡视，如果学生拼的汽车的形状、大小和教师拼的不一样，只要能看出是汽车就行。2．随意拼，师：同学们除了拼汽车，还会拼其他东西吗？让学生根据个人的喜好随意拼摆一些东西，拼摆用的实物可以是积木，也可以是其它东西，例如拼坦克，可以用长方体的饮料盒作车身，用易拉罐作车轮，用圆柱形的积木作炮筒。学生拼好后，教师选几件有趣的东西展示给全班同学，让拼的同学告诉大家拼的是什么东西，各用了什么形状的物品。

五、课堂练习（10分钟）：

一、必做题：练习题3、4

二、选做题：数一数，填一填。

三、思考题：你能帮妈妈整理衣柜吗？连一连。教学反思：

第三课时:

主 备：李彩云 备课人员 ：张宏芳 高凤国 杨学慧

学习目标 ：使学生直观的认识基本的平面图形：长方形、正方形、圆和三角形，知道它们的名称；培养学生的动手能力，发展学生的想象力和审美意识；培养学生类比的思想和空间观念。

学习重点：初步感知体与面的关系，对平面图形有一定的感性认识。学习难点：找出平面图形的共性，区分不同的形状。

学习准备：不同形状的物体（如牙膏盒、乒乓球、易拉罐等），每个学生准备两张白纸。教学过程：

一、复习引入（3分钟）：

师：我们已经认识了一些立体图形，看一看，老师拿出来的物体是什么形状的？教师出示：牙膏盒、魔方、易拉罐、乒乓球„„学生自由回答。

教师出示三棱锥，问：你认识这个图形吗？（这个图形叫三棱锥，它也是立体图形）说一说你在哪儿见过这样的图形？（学生自由说）教师把这些物体一字排开，让学生从左到右和同桌互相说一说这些物体的形状。

二、认识平面图形（15分钟）。

1．让学生拿出长方体摸一摸，问：你有什么感觉？摸的的面是什么形状？师：谁来摸一摸，老师手上长方体的长方形在哪？（学生找出长方形）

2．让学生在自己的学具（长方体、正方体、圆柱体）上找图形，并和小组里的同学说一说。

3、指名说，教师把学生找到的图形从立体图形上分离出来，贴于黑板上，师：这些图形是物体上的一个面，这就是我们今天要认识的图形。（板书课题——认识平面图形）

4．让学生说说：从什么物体上找到了什么图形？

5．师：你能想办法把这些形状画到一张纸上吗？请学生演示各自不同的方法，然后教师在黑板上沿长方体的一个面画出长方形。师：你会画吗？请小朋友们用自己喜欢的办法画出并剪出长方形、正方形、圆和三角形各2个。

6．师：请根据这些图形的形状，把样子很像的放在一起。让学生给各种形状找“家”，把相同的图形贴在黑板指定的地方。师：说一说，你们是怎样分的？（指名答）

7．让学生闭上眼睛想，边想边在空中画教师说的形状。

8．教师拿出大小不同的长方形、正方形、圆、三角形若干，让学生快速辨认形状，以抢答形式进行。

三、联系生活实际（5分钟）：师：说一说，你身边哪些物体的面是长方形、正方形、圆或三角形的？学生自由说。

四、发展练习（4分钟）：让学生用长方形、正方形、圆和三角形组合画出自己喜欢的图形，并展示出来。

五、小结（3分钟）师：今天这节课你学到了哪些知识？学生谈收获。

六、课堂练习（10分钟）：

一、必做题：练习题5

二、选做题：涂 色。

三、选做题：下图中每一行的规律是什么？哪行不同哪行画“√”。

教学反思：

第四课时：

主 备：李彩云 备课人员 ：张宏芳 高凤国 杨学慧

学习目标：进上步培养学生观察能力、动手操作能力和用数学交流的能力。学习重、难点：认识长方形、正方形、圆形和三角形的实物与图形。学具准备：图形卡纸、实物、学具等。学习过程：

一、复习，探究新知（15分钟）：

1.小朋友们上节课你认识了哪些新朋友？

长方体 正方体 球 圆柱

2.你能把这些图形平平的面画下来吗？

学生在纸上画一画

你们画下的图形有什么特点？

学生小组讨论，小组小结，派代表全班交流

学生小结

不同点

共同点

长方形

对边相等 4个角都是直直的平面的 正方形

4边相等 4个角都是直直的不断开的 圆

没有角

（即封闭的）

三角形

有三条边

三个角

二、巩固发展（10分钟）：

1．说一说，你身边哪些物体的面是你学过的图形？

2．用圆、正方形、长方形、三角形画一画自己喜欢的图形？

小组内评一评，各小组展示作品。

3．做一做：请小朋友涂一涂圆、正方形、长方形、三角形知道各涂什么颜色吗？

小组讨论合作

反馈汇报哪些涂成黄色，哪些涂成蓝色，哪些涂成紫色，哪些涂成红色？

4．用圆、正方形、长方形、三角形拼一拼图形。

同桌合作比一比哪一桌拼的最好？

全班交流展示。

三、提高练习（5分钟）：

1、取长方形纸一张，对折再对折

取正方形纸一张，对折再对折；取正方形纸一张，对角折再对角折

观察结果是什么？用哪个物体可以画出左边的图形？请把它圈起来。

小组交流，全班反馈。

2、小结：如果物体的一个平平的面是什么形，那么它就可以画出什么形状来？今天你们学到了什么？长方形、正方形、三角形、圆个有什么特点？你有什么想问的？

四、课堂练习（10分钟）：

1、必做题：在每一个□中不同的是什么？用“√”画出。

2、选做题：有关系的东西用线连起来。

3、思考题：看一看，填一填。

星期天，小彬一家人去百货公司购物，商场里的商品真多啊!小彬发现商品是分类摆放的。在一楼有一张示意图：