新目标七下3-4教案

2024-06-15

新目标七下3-4教案（精选4篇）

新目标七下3-4教案篇1

新目标七下(3-4)教案

Unit 3: Why do you like koalas ? Language goals In this unit students learn to describe animals and express preferences and give reasons, New language Why do you like koala bears?. Because theyre cute,Theyre pretty interesting, Theyre kind of shy, Theyre very big. names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa, Recycled language between, across from Hes/Shes from ... Hes / Shes five years old. name of countries; China, Japan, Brazil Section A Additional materials to bring to class: coins or other markers for the Bingo game in 4. Ask students to name as many animals as they can in English. Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small. Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them. la This activity introduces the key vocabulary. Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can. Point to the animals one by one and say the name of each. Ask students to repeal. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animals name. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the animals in 1a- Ask students to point to and name the animals. Say, Im going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each animal name they hear. Correct the answers. 1 c This activity provides guided oral practice using the target language. Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have. Point out the four description words. Ask a student to read them aloud. Review the meaning of each word. Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words. Ask students to work in pairs. Have them take turns saying both parts. If students need help getting started, demonstrate another conversation with a student. For example: Teacher: lets see the elephant. Student: Why do you want to see the elephant? Teacher: Because its very smart. Ask some students to present their conversations to the class. 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines. Play the recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear. Play the recording and have students match each animal with an adjective. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Play the recording. Check to see that students are writing a word from the box on each line of the conversation. Go over the answers. 2c This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask two students to read it to the class. Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations. Demonstrate a conversation with a student. For example: Student: Do you like penguins? Teacher: Yes, I do. Student: Why? Teacher: Because theyre very cute. 3a This activity provides reading practice using the target language. Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them. Say, Now draw a line between each animal and the country it comes from. Correct the answers. 3b This activity provides guided oral practice using the target language. Point to the conversation in the picture. Ask a pair of students to read it to the class. Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a- Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a. After a few minutes, ask several pairs to say the conversation for the class. Section B Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1. 1 This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one. Point out the list of eight numbered adjectives at the top. Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer. As students work, move around the room offering to answer questions as needed. Correct the answers- 2a This activity provides listening practice with the target language. Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la. Play the recording again. Students circle the adjectives they hear. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each. Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent) Point out the write-on lines where students can write these words. Play the whole recording and have students write the words they hear on the chart. Check the answers. 3 This activity provides guided oral practice using the target language. Call attention to the dialogue next to the picture. Ask two students to read it to the class. Say, Work in pairs. Use sentences like these to say what you think about different animals. Demonstrate the activity with one or two students. For example, say, I like dolphins. Theyre intelligent. Ask students to work in pairs. As they work, move around the room checking on progress. Ask some pairs to present their conversations to the class. 3a This activity provides reading practice using the target language. Point out the three descriptions of animals. Ask students to take turns reading one aloud. Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described. Check the answers. 3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary. Ca

新目标七下3-4教案篇2

1. other adj. 其他的､别的

What other animals do you like? (P16) 你还喜欢别的什么动物?

[解析] other与else的比较：

other修饰名词或代词时，放在所修饰的名词或代词之前｡例如：

There are other ways to work out the math problem. 还有别的方法解这道数学题｡

Do you have any other books? 你还有别的什么书吗?

else作形容词用时，表示“别的､其他的”，用在what，who等疑问代词和something，anything，nothing等不定代词之后｡作副词用时，表示“另外､其他”，用在where，when等疑问副词之后｡例如：

Where else would you like to go? 你还想去别的什么地方吗?

What else do you want? 你还要别的什么吗?

2. because conj. 因为

—Why do you like koalas?

—Because they’re kind of interesting. (P14) 你为什么喜欢树袋熊?因为它们有点好玩｡

[解析] 疑问副词why意为“为什么”｡回答由它引导的疑问句时，通常用because引导的原因状语从句｡“因为……所以……”可以在汉语句子中成对出现，但because和so却不能同时出现在一个英语句子中｡试译：因为她非常聪明，所以我喜欢她｡

误： Because she is very clever，so I like her.

正： Because she is very clever，I like her.

正： She is very clever，so I like her.

3. night n. 夜，夜晚

He sleeps during the day，but at night he gets up and eats leaves. (P17) 他白天睡觉，但晚上起来吃树叶｡

[解析] at night，in the night与on the night的比较：

at night泛指“在夜间”，相当于during the night，与in the day(在白天)相对｡例如：

He often coughs at night. 他夜里经常咳嗽｡

in the night指“在夜间某时刻”，相当于at some time during the night｡例如：

I woke up three times in the night. 我夜里醒了三次｡

on the night表示某日或某个特指的晚上，其后常跟of引起的介词短语或在night前加修饰语｡例如：

He was born on the night of May 1st. 他出生在5月1日的夜里｡

She left home on a cold winter night. 她在一个寒冷的冬夜里离开了家｡

4. beautiful adj. 美丽的､漂亮的

She’s very beautiful，but she’s very shy. (P17) 她很漂亮，但很害羞｡

[解析] beautiful，well与good的比较：

beautiful可修饰给以人美感或华贵印象的人或物｡ beautiful用来修饰人时，一般指女子｡例如：

She is a beautiful girl. 她是位美丽的姑娘｡

These pandas are very beautiful. 这些熊猫很漂亮｡

well作形容词用时，仅作表语用，表示“(身体)健康的”；作副词用时，表示“好，很好”｡常见的含well的习惯用语有do well in(在……做得好)，get on well with sb(与某人相处得好)｡例如：

I am very well. 我身体很好｡

He speaks English well. 他英语说得很好｡

My brother does well in English. 我弟弟英语学得好｡

She is getting on well with her husband. 她和她丈夫相处得很好｡

good意为“好的､合适的､擅长的､愉快的､新鲜的”，常用在 be，taste，smell，sound等系动词之后｡含good的常见用语有have a good time(过得愉快)，be good at(擅长于)，say a good word for sb(为某人说好话)，be good for(对……有益)｡例如：

This cake tastes good. 这蛋糕很好吃｡

She is good at dancing. 她擅长跳舞｡

5. interesting adj. 有趣的

Because they’re kind of interesting. (P14) 因為它们挺有趣｡

[解析] interesting，funny与fun的比较：

interesting强调“令人感兴趣的”，可在句中作表语､定语或补语｡例如：

I find English interesting. 我发现英语很有趣｡

The film is very interesting. 那部电影很有趣｡

He is a most interesting man. 他是一个特别有趣的人｡

funny在正式文体中，指“有趣的､令人愉快的､滑稽可笑的”，在非正式文体中指“稀奇古怪的”｡例如：

There is something funny about this. 这事有点古怪｡

He has a funny habit of blinking when talking with others. 他与人谈话时有一种令人可笑的眨眼睛的习惯｡

We often hear such a funny joke. 我们经常听到这样有趣的笑话｡

fun作名词用时，主要指“供人娱乐的､令人愉快的､有趣的人或事”，也可以指“玩笑､乐趣”｡例如：

Swimming in the sea is great fun on holiday. 假日里在海里游泳是极大的乐事｡

We often have fun climbing the mountain. 我们常常爬山爬得很开心｡

Her new friend is great fun. 她的新朋友真逗人｡

fun在口语中，可作形容词用｡例如：

The baby elephant is very fun. 这头小象很逗人｡

6. let sb do sth让某人做某事

Let’s see the pandas first. (P13) 咱们先去看看熊猫吧｡

[解析] “let sb do sth”意为“让某人做某事”，构成否定形式时直接在do前面加not，即let sb not do sth，意为“让某人不要做某事”｡常见的答语有“OK.”，“All right.”，“Good idea.”｡例如：

School is over. Let’s go home. 放学了，咱们回家吧｡

Let’s not go out. It’s raining. 咱们不要出去，天在下雨｡

—Let’s have a rest. 咱们休息一下吧｡

—Good idea. 好主意｡

Unit 4 I want to be an actor.

1. work hard努力地工作/学习

Do you like to work hard? (P23) 你喜欢努力工作吗?

[解析] work hard与hard work的比较：

work hard中的work是动词，hard是副词，意为“努力地工作/学习”｡ work在句中作谓语，hard作状语｡例如：

He works hard all the time. 他一直努力工作｡

If you don’t work hard，you will fail. 如果你不努力学习，考试会不及格的｡

hard work中的work为不可数名词，hard是形容词，意为“艰苦的､艰难的”｡ hard work意为“艰苦的工作”｡例如：

It’s really hard work. 这确实是艰苦的工作｡

That’s a piece of hard work，so we should do our best to do it. 这是一项艰难的工作，因此我们必须尽力去做｡

2. news n. 消息､新闻

I have some good news to tell you. 我有一些好消息要告诉你｡

We are listening to the news on the radio. 我们正在收听广播里的新闻｡

[解析] news形式上是复数，但实际上是不可数名词，其前不可加a/an/one/two等词｡“一则新闻或一条消息”是a piece of news，“多则新闻或多条消息”可用pieces of news表示｡ news在句子中作主语时，谓语动词应为单数形式｡例如：

No news is good news. 没有消息就是好消息｡

试译：这条消息是令人兴奋的｡

误： This piece of news are exciting.

正： This piece of news is exciting.

6. newspaper n. 报纸

Write words for the pictures in the newspaper want ad. (P23) 给报纸招聘广告中的图画配上解说词｡

She often reads the news in the newspaper. 她经常看报上的新闻｡

[解析] “在报纸上”的英语表达是“in the/a newspaper”，不是“on the/a newspaper”｡读报､看报的英语表达是“read a newspaper”，不是“see/look at a newspaper”｡例如：

There is a panda photo in the newspaper. 报上有幅熊猫照片｡

He reads a newspaper every morning. 他每天早上看报｡

7. dangerous adj. 危险的

My work is interesting but kind of dangerous. (P21) 我的工作有意思但有些危险｡

[解析] dangerous是形容词，意为“危险的”，指句子的主语能够或可能造成危险，强调主语对别人有危害｡它在句中可作表语或定语用，其反义词为safe｡例如：

The old bridge is dangerous. 那座舊桥很危险｡

She is a dangerous woman. 她是个危险的女人｡

It’s very dangerous to play football in the street. 在大街上踢足球是很危险的｡

in danger指主语本身处于危险之中，其反义词语为out of danger(脱离危险)｡例如：

The patient is in danger. 这个病人的情况很危险｡

新目标七下3-4教案篇3

姓名：____________

Review of Units 1-6

1.空白；空白表格____________ 2.伦敦（英国首都）___________ 3.方向________________

4.描述；形容________________ 5.find的过去式_____________ 6.单元__________

11.队长；首领_______________ 12.队；组________________ 13.受欢迎的；通俗的；流行的 ____________________

14.金黄色的________________ 15.漂亮的________________ 16.一点儿；少许_____________ 17.一点儿；少许____________ 18.笑话；玩笑_______________ 15.粥；糊________________ 16.茶；茶叶________________ 17.绿茶________________ 18.米；稻；米饭______________ 19.汤；羹________________ 20.鱼；鱼肉________________ 21.人民币________________ 22.饮料________________ 23.也；还；而且______________ __________________________ 25.任何事；无论何事________ __________________________________________________________________________________________________

______________________________________________________

Unit 11

姓名：____________ 1.没什么；一个都没有________ 2.肥皂剧________________ 3.情景喜剧________________ 4.情景；形势________________ 5.忍受________________ Unit 10

姓名：____________ 1.野营；营地________________ 3教室________________

4.打架；争吵________________ 5.规则________________

6.外面的；在外部的__________ 7.饭厅；餐厅________________ 8.其他的________________ 9.不得不；必须_____________ 10.运动鞋________________ 11.体育馆________________ 7.(many;much的最高级)最 ________________

8.下列的；下述的___________ 9.为了________________

10.改进；改善_______________ 11.写出下列名词：

①雾_________ ②雨_________ ③雪_________ ④风_________ ⑤云_________⑥太阳________ 12.写出下列表示天气的形容词： ①多雾的；有雾的__________ ②有雨的；多雨的__________ ③有雪的；多雪的__________ ④有风的；多风的__________ ⑤多云的；阴天的__________ ⑥晴朗的；阳光充足的________ 13.信，字母_________ 14.为了提高我的英语

______ ________ ________ __________ ________ ________

Unit 7

姓名：____________

1.头发；毛发________________ 2.卷曲的；卷毛的____________ 3直的；笔直的______________ 4.高的________________ 5.中等的________________ 6.高度________________ 7.瘦的________________ 8.重的________________

9.体格；体形________________ 10.总是；始终_______________

19.决不；从不_______________ 20.停止________________

21.棕色的；褐色的___________ 22.胡须________________ 23.眼镜________________ 24.外表；外貌______________ 25.牢记；记住_______________ 26.没有人；没人_____________ 27.歌唱家；歌手_____________ 28.流行歌手________________ 29.现在；此时_______________ 30.说；讲________________ 31.（口）极小的_____________ 32.巨大的；庞大的___________ 33.空想家；梦想家___________ 34.有智慧的；聪明的_________

Unit 8

姓名：____________ 1面条（常用复数）___________ 2.牛肉________________ 3.羊肉________________

4洋白菜；卷心菜____________ 5.土豆；马铃薯______________ 6.特色菜________________ 7.will的过去式_____________ 8.大的；宽广的______________ 9.大小；尺寸________________ 10.可数名词________________ 11.不可数名词______________ 12.洋葱________________ 13.果汁饮料________________ 14.饺子________________

24.原因；理由_______________ 25.菜单________________

____________________________________________________________________________________________________________

Unit 9

姓名：____________ 1.do的过去式_______________ 2.go的过去式_______________ 3.考试；测验________________ 4.…怎么样？_______________ 5.停留；留下________________ 6.练习；实践________________ 7.规则动词________________ 8.不规则动词_______________ 9.山；山脉________________ 10.is的过去式_______________ 11.地理学________________ 12.度过；过________________ 13.星期；周________________ 14.编号；号________________ 15.中等的________________ 16.中学________________

17.have的过去式____________ 18.see的过去式____________ 19.谈话节目；脱口秀_________ 20.write的过去式____________ 21.（使）改变；变化___________ 22.sit的过去式_____________ 23.猫_______________ 24.该是…的时候了

2夏令营________________ 3.博物馆________________ 4.向导________________

5.中心；位于中心的__________ 6.考试；检查________________ 7.下雨的；多雨的____________ 8.极好的________________ 9.不友善的；不友好的________ 10.极坏的；极讨厌的_________ 11.美味的________________ 12.昂贵的；价高的___________ 13.拥挤的________________ 14.廉价的；便宜的___________ 15.水________________

16.流泪；哭泣______________ 17.角落；街角；墙角__________ 18.make的过去式____________ 19.感到；觉得______________ 20.回原处；往回去___________ 21.决定；下决心_____________ 22.万里长城________________ 23.故宫________________ 24.天安门广场______________ 25.做；制作________________ 26.同班同学________________ 27.讨论；议论_______________ 28.报告；汇报_______________ 29.活动________________ 30.性别________________

31.布拉德（男名）___________ 32.凯文（男名）_____________ ___________________________

6.介意________________

7.君主；国王________________ 8.…怎么样？_______ _______ 9.主持人________________ 10.文化________________

11.同意；赞成_______________ 12.太阳镜________________ 13.皮带________________ 14.钱包________________ 15.钥匙链________________ 16.由；被________________ 17.时尚；潮流_____________ 18.出示；给……看___________ 19.say的过去式____________ 20.文章______________ 21.放；摆；装________________ 22.（无帽沿的）帽子__________ 23.棒球帽________________ 24.主意；想法_______________ 25.色彩鲜艳的______________ 26.字；词；话_______________ 27.乔丹（姓）_____________ 28.泰勒（姓）______________ 29.赖斯（姓）______________ ____________________________________________________________________________________________________________

Unit 12

姓名：____________ 1.女士________________

2.走廊；过道________________

12.医生________________ 13.洗；洗涤________________ 14.后来；以后_______________ 15.（child的复数）孩子_______ 16.宫殿________________ 17.少年宫________________ 18.大声地________________ 19.亚历克斯（男名）__________ 20.艾米丽（女名）__________ ____________________________________________________________________________________________________________

Review of Units 7-12

新目标七下3-4教案篇4

代代相传的生命

第一节　新生命的诞生

教学目标：

1.了解人体生殖系统的结构及功能。

2.了解人类的受精、胚胎发育和分娩养育的基本过程。

3.了解胚胎在发育过程中与母体进行物质交换的方式。

4.通过本节课的教学，让学生更理解，更爱自己的妈妈，达到培养感恩教育的目的。

教学重点：

1.人的生殖系统的结构和功能；人的受精和胚胎发育的基本过程。

2.教育孩子感恩父母。

教学难点：人胚胎发育过程中与母体的物质交换

情感、态度、价值观

体验妈妈的艰辛，理解妈妈的爱，更爱我们的妈妈，尊重全社会的女性。

第二课时

教学过程

备注

一、.复习：1男性和女性生殖系统的组成，受精卵的形成过程，形成地点。

2、提问：精子，卵子的形成地方？2）受精地点在哪里？

二、板书：

新生命的诞生

1.精子卵子的特点？

2.怀孕时女性有什么不同？

3.胎儿与母体血液想通？

4.胎生的优越性？

三、教学过程：

一：活动一：所有男生把事先准备好的排球塞到衣服里面去，拉上拉链。

1.复习第一课时的知识点。

2.引入新课：当精子和卵子结合形成受精卵后，受精卵一方面进行细胞分裂形成胚胎，另一方面沿输卵管下移，进入子宫，植入子宫壁上，即怀孕（妊娠）

活动二：很多妇女怀孕时会有妊娠反应，结合生活中，影视中看到的讨论一下妊反应有哪些特征？

二：胚胎的发育

1.接近卵了精子有很多个，能钻入卵的精子仅有1个；最终精子和卵形成了受精卵。

受精卵形成后，一面进行细胞分裂，形成胚胎；

.读图：胚胎在子宫内发育

2胚胎发育的营养来源和废物排出的途径。植入子宫前的早期胚胎发育需要的营养来自卵中的卵黄。植入子宫后胚胎发育需要的营养和氧全部由母体供给，产生的二氧化碳等废物通过母体排出体外。胚胎通过脐带和胎盘与母体相联系；胎盘中有丰富的血管；母体血液中的营养和氧通过胎盘和脐带进入胚胎，胚胎产生的二氧化碳等废物通过脐带和胎盘进入母体血液，再由母体排出体外。胎盘是胚胎与母体进行物质交换的主要器官。

3胎盘中的血管与子宫中的血管是不相通的，也就是胚胎（胎儿）的血液与母体的血液是分开的。

4胚胎在子宫内被羊水包围，可以使胚胎免受震荡，对胚胎有保护作用。

注：你妈妈怀孕时，一个人吃喝，两个人使用，是不是很艰辛，还有，你们都知道你妈妈那么的爱美，但还是心甘情愿地多吃，可不都是美食哦，然后变胖，妈妈太无私了

活动三：男同学们，试想一下，你衣服里的那个排球要是放10个月，你的感受是怎么样的呢？而实际上你妈妈怀的那个“排球”比这个重多了，还要求时时刻刻喂他，小心翼翼呵护着，哈哈，孩子们，你的那个排球你要是火起来还可以揍它的，妈妈可以吗？

理解什么是母性吗？善良、宽容、无私、奉献、爱我们的妈妈吧！

5.讨论：有些药品的说明书上往往写着“孕妇慎用”、“孕妇禁用”，这是为什么？

讲解：药品可以从母亲血液通过胎盘进入胎儿。母亲可以承受药品的毒副作用。但由于胎儿幼嫩，各器官系统还没有发育完全，就可能承受不了这些药品的毒副作用而影响发育，甚至致畸、致死。同样，如果孕妇有嗜酒、吸烟等不良嗜好。如嗜酒的母亲可能产下患有酒精综合症的婴儿。这类婴儿由于胚胎发育时期神经系统受酒精的毒害，今后就可能智力低下。吸毒的母亲生下的婴儿，甚至可以染上毒瘾。

三、分娩与养育：

分娩：胎儿从母体内产出的过程，产儿的胎儿叫婴儿。

1.婴儿刚出生时要大哭一声，否则，就可能会死亡。这一声哭对婴儿起什么作用？

2.婴儿的脐带剪断后，形成的疤痕叫什么？

3.婴儿出生后，生活环境发生了很大的变化，他们必须在父母的精心照顾和保护下，才能生存。你认为父母对婴儿的照顾和保护，主要有哪些方面?

解答：

1.刚生下的婴儿中常含有羊水，婴儿出生后的第一声大哭时会吐出羊水，并能使婴儿的肺部充足空气（因为要出声大哭必须先深呼吸），从而启动呼吸运动，否则，婴儿会窒息死亡。如果出生时没有哭的话，护士还会用手拍打婴儿脚底等部位使婴儿啼哭。

2.是人体腹部的肚脐。

3.刚出生的婴儿主要靠母乳喂养。母乳含有婴儿所需要的丰富营养，母乳还含有抗病物质，因此母乳是婴儿最好的婴儿。此外，在较长的时间内，婴幼儿在生活和教育上还都要依赖父母，即使到了青少年期，还需父母教导他们怎样照顾自己，怎样在社会中成长直至独立生活。禁止近亲结婚、禁止有遗传病患者的男女双方结婚生育。远离不健康生活；保护良好的精神生活；注意营养膳食的合理搭配。

你知道避孕的措施有哪些吗？你了解避孕吗？

男性使用避孕套、口服避孕药、女性放环；注意进行必要的性道德教育。严肃对待两性行为应该是终身遵循的道德规范。

四：.本节总结：

五：课堂练习：

1.人体发育的起点是（）

A、胎儿　　　B、婴儿　　　C、受精卵　　　D、青春期

2.从生殖结果来看，精子中最重要的结构是（）

A、细胞膜　　B、尾部　　　C、细胞质　　　D、细胞核

3.精子和卵细胞大小差异如此悬殊，那么生下来的婴儿更像谁呢？（）

A、父亲　　　B、母亲　　　C、性状相似平等　　　D、无法确定

4.读图回答：

1.填写图中标号所示结构的名称。