对数学新概念的正确理解，对公式、定理、解题过程的正确表述都依赖于良好的数学专业英语基础。打好这个基础，才能实现真正意义上的双语数学课。 一、“林——木——林”方式的词汇教学 英语教学中虽然有关于基数、序数等数学英文词汇的内容，但远不足以支撑数学双语教学。因此，双语教学的起始阶段应先利用学生已掌握的知识学习“大量的”基础数学英语词汇、符号、公式及基本的解题表述，此为“林”。此时的词汇不宜深偏。如安排分数、小数、加减乘除及常见代数符号公式的读法。在教授了数和式的读法之后，可以方程、不等式等内容为载体学习相关专业词汇及解题表述。在学习新知识时可“少量的”加入相应专业词汇，此为“木”。随 The correct understanding of the new concepts of mathematics, the correct formulation of formulas, theorems and problem solving processes all rely on a good foundation of maths majoring in English. Lay this foundation, in order to achieve a real bilingual math class. First, the “forest - wood - forest” approach to vocabulary teaching English teaching although there are cardinal number, ordinal number and other mathematical English vocabulary content, but far enough to support mathematical bilingual teaching. Therefore, the initial stage of bilingual education should first use the knowledge of students to learn “a large number of basic math English vocabulary, symbols, formulas and basic problem-solving statements, this is” forest. “ The words at this time should not be partial deviation. Such as arranging scores, decimals, addition, subtraction, multiplication and division and common algebraic symbolic formula reading. After teaching the number and style of reading, you can learn the relevant vocabulary and problem-solving expressions with equations, inequalities and other content as the carrier. When learning new knowledge can be ”a small amount“ to join the corresponding professional vocabulary, this is ”wood." With