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Module4 Seeing the doctorUnit2 I have played football for a year now.教学设计教材分析:本节课教学内容是外研版新标准英语教材初二上册Module 4 Unit 2，本模块以健康为话题，主课文对话以看病为主题，涉及病情描述和治疗建议。
本单元是一篇读写课，围绕健康生活话题展开。
课文由四个小文段组成，分别介绍了安娜、王伟、托马斯和理查德4人的不同锻炼方式。
安娜通过遛狗锻炼身体，王威通过体足球锻炼身体，托马斯骑车上班锻炼身体，理查德病后跑步锻炼。
每一段按顺序讲述了主人公在从事某项运动的原因、过程和结果。
在阅读课文时应该关注其所传达的主题：健康的生活离不开运动。
阅读中进一步领悟并掌握所学重点词汇，理解现在完成时的概念及用法,学会恰当地运用现在完成时在教学中要指导学生阅读技巧，为写作打好基础。
从全书来看，本模块承接上一模块对现在完成时的学习和运用，内容有层次的展开，学生容易接受学情分析我所教授的对象是初中二年级的学生，他们在认知能力，理解能力，运用能力上有较大提高。
兴趣是激发他们学习热情的最佳手段。
健康生活是学生愿意关注和讨论的话题，但养成健康的生活方式是比较欠缺的。
通过本课的学习，学生能够在阅读中了解怎样保持健康的生活方式并体会本课的写作技巧，并尽量用写作技巧来进行写作。
学习目标：1.能读准,写出本单元单词、短语和重点句型，正确率达96%。
Words: well heart active pet member daily weak exercise sleepyPhrases:take part (in sth.) check my heart feel awful all over with a smile on one’s face in excellent conditionPatterns:I have had him for three months now and I feelreally healthy.Since then, it has become part of my life.2. 通过阅读有关运动习惯文章，训练细节理解的阅读技能；能写一篇健康生活的文章。
外研版八年级下册英语英语《Module 4 Seeing the doctor Unit 1》说课稿一. 教材分析外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》主要讲述了生病看病的相关话题。
本节课的主要内容包括：询问病状、描述病情、建议看病和医生诊断等。
通过本节课的学习，学生能够掌握相关词汇和句型，提高他们的口语表达能力。
教材内容贴近生活，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的句子。
但部分学生对生病看病这一话题可能比较陌生，因此需要在教学中加以引导和拓展。
此外，学生的学习兴趣、学习习惯和学习能力各有不同，需要在教学过程中关注个体差异，充分调动每个学生的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握与生病看病相关的词汇和句型，如“What’swrong with you?”, “I have a cold.”, “Can I suggest that you see a doctor?” 等。
2.能力目标：学生能够在实际情境中运用所学词汇和句型进行交流，提高他们的口语表达能力。
3.情感目标：培养学生关爱他人、乐于助人的品质，使他们能够关心他人的健康状况，给予适当的帮助和建议。
四. 说教学重难点1.重点：学生能够熟练运用所学词汇和句型进行生病看病的场景描述。
2.难点：学生能够正确理解并运用“Can I suggest that you see a doctor?”这一建议句型。
五. 说教学方法与手段1.情境教学法：通过设定生病看病的场景，让学生在实际情境中练习和使用所学词汇和句型。
2.任务型教学法：引导学生参与小组讨论，完成相关任务，提高他们的合作能力和口语表达能力。
3.游戏教学法：运用游戏活动，激发学生的学习兴趣，巩固所学知识。
4.多媒体教学法：利用课件、视频等手段，丰富教学资源，提高学生的学习效果。
Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got mycomputer.Teaching aims1. Teaching aims:To be able to identify illness and their symptomsTo be able to talk about illnesses2. Main contents:Key vocabulary ：cough, fever, headache, stomach, ache, toothache, ill, this, since, cold, catch a cold, take sb.’s temperature, fast food, health, takeKey structures ：1. How long have you been like this?2. I haven’t done much exercise since I got my computer last year.Teaching procedureStep1. Warm-upAsk and answer: How are you feeling today?⏹What’s the matter with you/ him/ her?⏹I have a …/ He/She has a …Step2. Pre-listeningMatch the words and expression in the box with the pictures.Ask students to read the words. Repeat the words chorally and individually; This will help students recognise the words when they hear them.Ask students if they know what the words mean. Tell them the pictures show the meanings and ask if they can guess any.Have students work alone to match the words and pictures.Check as a whole class.cough---c; fever ---e; headache ---a; stomach ache --- bheadache --- aStep 3.Listening and speaking1. L isten and check what’s wrong with Betty and Daming.Tell students the pictures and the activity instructions tell them something about the recording. Ask what they think the conversation will be about. Elicit ideas.Read the table first so the class know what to listen for.Play the recording and ask if they were right about what the conversation is about. Then ask them to complete the table.Have students compare answers with their desk partner, and then listen to the recording a second time to check their answers.Check as a whole class.2 Watch and read3. Listen and reada. Now complete the table about Daming.Have students listen to the conversation and check their answers. Tell them they should find three answers for "why" and for "what to do".Ask students to compare answers with a partner. Then check as a whole class.b. Play the recording and ask students to read the conversation out loud,Put the class into pairs and allocate a character (the doctor or Darning) to each studentin the pair. Play the recording again and ask them to read their part.c. Tell pairs to practise the conversation, imagining that they are professional actors. Invite pairs to perform the conversation for the class.Step4.Post-listeningComplete the passage with the words and expression in the box.Explain to students that they are going to complete the passage with the words in the box.Ask students to complete the passage with the correct words and discuss the answers with their desk partner.Check answers as a class.1. health2. stomach ache3. cough4. fever5. temperatureStep5. SpeakingWork in pairs. Act out a conversation between a doctor and a patient.Student A: You are a doctor.Student B: You are at the doctor’s. Choose one of the illnesses from the box in Activity 1.— How can I help you?—I’ve got a bad cough.Step 5. Homework根据提示给你的英语老师写一张请假条。
外研版八年级下册英语《Module 4 Seeing the doctor Unit 2》说课稿一. 教材分析外研版八年级下册英语《Module 4 Seeing the doctor Unit 2》的主要内容包括两个部分：Part A和Part B。
Part A包括一个关于描述身体不适和看病情景的对话，以及一个关于如何描述病情和医生的建议的阅读材料。
Part B则包括一个听力练习和一个相关的口语任务。
本节课的教学内容主要集中在Part A的对话和阅读材料上。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的日常用语。
但是，他们在描述身体状况和看病情景方面的词汇和表达可能还不够熟练。
因此，在教学过程中，需要帮助学生扩充相关词汇，提高他们的口语表达能力和听力理解能力。
三. 说教学目标1.知识目标：学生能够掌握描述身体状况和看病情景的基本词汇和表达方式。
2.能力目标：学生能够运用所学词汇和表达方式，进行日常对话和听力理解。
3.情感目标：通过学习本节课的内容，学生能够提高对身体健康的重视，培养良好的生活习惯。
四. 说教学重难点1.重点：描述身体状况和看病情景的词汇和表达方式的运用。
2.难点：对于一些生僻词汇和复杂句型的理解和运用。
五. 说教学方法与手段1.情景教学法：通过设定真实的情景，让学生在实际语境中学习和运用词汇和表达方式。
2.任务型教学法：通过完成各种任务，提高学生的口语表达能力和听力理解能力。
3.多媒体教学手段：利用多媒体课件和视频材料，增加学生的学习兴趣，提高教学效果。
六. 说教学过程1.导入：通过提问学生关于身体健康的问题，引出本节课的主题。
2.新课呈现：讲解和展示本节课的主要词汇和表达方式。
3.情景练习：设定一个看病的情景，让学生进行角色扮演，运用所学词汇和表达方式。
4.听力理解：播放一段关于看病的情景对话，学生进行听力练习。
5.口语任务：学生分组进行口语任务，模拟看病的情景。
外研版八年级下册英语《Module 4 Seeing the doctor Unit 1》教学设计一. 教材分析《Module 4 Seeing the doctor Unit 1》主要讨论了与医生就诊相关的场景，包括预约医生、描述病情、听从医生的建议等。
本节课的主要目的是让学生能够熟练地运用一般现在时描述自己的身体状况，以及能够理解和运用日常的医疗相关的词汇和表达方式。
二. 学情分析八年级的学生已经掌握了一般现在时，同时也具备了一些基本的医疗相关词汇。
但是，他们可能在实际运用这些知识时还存在一定的困难，尤其是在描述自己病情和理解医生的建议时。
因此，教师需要通过不同的教学活动来帮助学生更好地掌握这些知识点。
三. 教学目标1.能够熟练运用一般现在时描述自己的身体状况。
2.能够理解和运用日常的医疗相关词汇和表达方式。
3.能够听懂并能够运用医生和患者之间的对话。
四. 教学重难点1.重点：能够熟练运用一般现在时描述自己的身体状况，以及理解和运用日常的医疗相关词汇和表达方式。
2.难点：能够听懂并能够运用医生和患者之间的对话。
五. 教学方法采用任务驱动法、情境教学法、分组合作法等，引导学生通过实际操作和交流，掌握一般现在时的运用和医疗相关词汇的表达。
六. 教学准备1.教材和教学参考书。
2.PPT或其他教学辅助材料。
3.录音机或其他音频设备。
七. 教学过程1.导入（5分钟）通过向学生提问，了解他们对于看医生的经历，以及他们对于医疗相关词汇的了解程度。
同时，引导学生思考为什么我们需要看医生，以及在看医生时需要注意什么。
2.呈现（10分钟）通过PPT或其他教学辅助材料，向学生呈现本节课的主要内容，包括一般现在时的运用和医疗相关词汇的表达。
同时，通过举例和讲解，让学生理解和掌握这些知识点。
3.操练（15分钟）将学生分成小组，让他们模拟医生和患者的角色，进行看医生的情境对话。
鼓励学生运用本节课所学的知识和词汇，以及一般现在时的表达方式。
外研版八年级下册（新）《Module 4 Seeing the doctor Unit 2》公开课教学设计一. 教材分析《Module 4 Seeing the doctor Unit 2》的主要内容是学习在医院就医的场景，包括如何描述病情、如何询问医生以及如何表达药方的内容。
本节课的主要目标是让学生能够熟练运用所学知识，进行日常的就医交流。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经能够熟练运用。
但是对于医学术语和表达方式可能还比较陌生，因此需要通过实例和情景的设置，让学生能够理解和运用。
三. 教学目标1.能够理解并运用以下词汇：fever, cough, sick, doctor, medicine,prescription。
2.能够表达自己的病情，并询问医生的建议。
3.能够理解并表达药方的内容。
四. 教学重难点1.重点：词汇的学习和运用，句型的掌握。
2.难点：医学术语的理解和运用，药方的表达方式。
五. 教学方法采用情境教学法，通过模拟医院就医的场景，让学生在实际操作中学习和掌握知识。
同时采用任务型教学法，通过设置不同的任务，让学生在完成任务的过程中，运用所学知识。
六. 教学准备1.准备相关的图片和场景，如医生、病人、药品等。
2.准备相关的词汇卡片。
3.准备模拟就医的场景。
七. 教学过程1.导入（5分钟）通过展示一些生病的图片，让学生猜测是什么病，从而引入本节课的主题。
2.呈现（10分钟）通过展示相关的词汇卡片，让学生学习和掌握相关的词汇。
同时，通过医生的询问和病人的回答，展示本节课的主要句型。
3.操练（10分钟）将学生分成小组，每组模拟就医的场景，让学生在实际操作中运用所学知识。
4.巩固（10分钟）通过一些练习题，让学生在纸上完成，以此巩固所学知识。
5.拓展（5分钟）让学生想象自己生病了，需要去看医生，写下自己与医生的对话。
6.小结（5分钟）对本节课所学知识进行小结，让学生明确学习的重点。
外研版英语八下Module 4《Seeing the doctor》（Unit 3）教学设计一. 教材分析《Seeing the doctor》（Unit 3）是外研版英语八下的一个单元，主要讲述了生病看病的相关场景。
本节课的主要内容包括：询问病情、描述症状、医生诊断和建议等。
通过本节课的学习，学生能够掌握相关词汇和句型，并能够运用所学知识进行实际交流。
二. 学情分析在学习本节课之前，学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对医学相关词汇可能比较陌生，需要通过教师的引导和讲解来掌握。
同时，学生应具备一定的合作意识和交际能力，以便在课堂上进行角色扮演等活动。
三. 教学目标1.知识目标：学生能够掌握与看病相关的词汇和句型，如“What’s thematter with you?”、“I have a cold.”等。
2.能力目标：学生能够运用所学知识进行日常交流，如描述病情、给出建议等。
3.情感目标：学生能够培养关爱他人、关注健康的意识。
四. 教学重难点1.重点：生病看病场景下的词汇和句型。
2.难点：医生诊断和建议的表达方式。
五. 教学方法1.情境教学法：通过设定看病场景，让学生在实际语境中学习词汇和句型。
2.交际法：引导学生进行角色扮演，培养实际交际能力。
3.任务型教学法：通过完成具体任务，让学生学会运用所学知识。
六. 教学准备1.教师准备：提前准备相关医学词汇卡片、教案、课件等。
2.学生准备：预习本节课内容，了解看病场景的基本知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论身体健康，引出看病场景。
如：“Do you often ge t ill?”、“When you are ill, what do you usually do?”等。
2.呈现（10分钟）教师展示生病看病场景的图片，引导学生说出相关词汇，如“ill”、“doctor”、“medicine”等。
外研版八年级下册Module 4 Seeing thedoctor Unit 2教案Module 4 Seeing the doctorUnit 2 We have played basketball for a year now.一、教学目标知识目标:1. 熟练掌握本单元词汇：well, heart, active, pet, member, take part in, then, daily, weak, exercise2. 能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章。
3. 能够根据图片写出有关健康生活的小短文。
4. 能够针对不健康的生活习惯给出恰当的建议。
5. 养成健康生活的好习惯，协调好运动与学习的关系。
二、教学重点及难点重点：熟练掌握本单元词汇。
难点：能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章；并能够根据图片写出有关健康生活的小短文。
三、教学准备1. 多媒体设备和课件；2. 教学光盘。
四、教学过程Step I Warming-upWatch and discussSs watch the video Organ Story and talk about the following questions. What does the man do to make his body worseCan you give him some advice about keeping healthy设计意图：通过观看有关身体器官的动画视频，再通过问题的讨论与思考，引出本单元有关健康的话题，激发学生的学习热情。
Think and sayT let Ss think about how to keep healthy Then Ss share their opinions. Look and answerT shows some pictures to Ss and talk about some questions about health. T: Now let’s review what we have learned last class. Look at the pictures and think about the questions—What’s wrong with the people What should he or she do What are they doing while they are watching TV Is eating food while watching TV healthy设计意图：通过图片复习所学内容，加深学生对已学知识的印象。
2018年春外研版初中英语八年级英语下全册教案Module 4 Seeing the doctorUnit 1 I haven’t done much exercise since I got my computer.【教材分析】Module 4的主要内容为运用现在完成时来描述自己和他人的经历，例如看病经历、运动经历等。
从全书来看，本模块承接上一模块对现在完成时的学习和运用，内容有层次的展开，学生容易接受。
【教学目标】Knowledge objective:1. 词汇: cough, fever, headache, stomachache, toothache, ill, this, since, cold, catcha cold, take sb’s temperature, fast food, health, take2. 现在完成时中for短语和since短语的使用。
Ability objective:能听懂和阅读关于介绍看病经历的语言材料，能通过相关词汇和图片描述自己和他人的看病经历；能编写关于看病的对话。
Moral objective:学会倾听他人的看病经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。
【教学重点】现在完成时的for短语和since短语。
【教学难点】1. 现在完成时的瞬间动词和延续性动词。
2. 现在完成时的for短语和since短语的区别。
【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Lead-inSs look the pictures and answer the questions.Step 2 Consolidate new wordsLook and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.Step 3 Match the words in the box with the pictures.1. Look at the words first.2. Choose the right word for each picture.Step 4 Listening1. Listen to Part 2 and check what’s wrong with Betty and Daming.Keys: Betty: headache stomach acheDaming: cough fever toothache2. Listen to Part 3 and answer the two questions:1) Have Daming got a cold?2) What kind of food does Daming usually eat?Keys: No, he hasn’t.Fast food.Step 5 Reading1.Please find out sentences which have for or since in the dialogue.Keys: 1. I’ve been ill for about three days!2. I haven’t done much exercise since I got my computer last year.2.Now complete the table about Daming.3.Read Part 3 and mark T or F.Keys: FFFTTStep 6 Everyday EnglishLet Ss say what they have learnt in the passage.Step 7 Language pointsSs should master the main points from the passage in Part 3. If possible, let the students to say at first.1. I feel ill. 我感觉我生病了。
ill adj.不健康的；有病的[拓展] ill和sick都可做形容词，表“生病的，不舒服的”，两者都可作表语。
如：He is ill/sick. 他生病了。
两者作定语时，表达的意义不一样：如：He is a sick man. 他是个多病的人。
He is an ill man. 他是个坏人。
2. I’ve got a stomachache and my head hurts. 我胃疼，头也疼。
注意疾病的表达方式。
常见的表达方式还有：I have got a headache. =My head hurts/aches. =I have a pain in my head.3. How long have you been like this?像这样的情况多久了？Since Friday. 自周五以来。
1) since 作介词时，与完成时连用，意思是“自……以来；自从”。
例如：He has lived here since 1992. 他1992年以来一直住在这里。
2) since 作连词时，有以下用法。
（ 1 ）与完成时连用，意思是“自……以后”，其后面引导含一般过去时态的从句。
例如：I have written home but once since I came here.我到这里以后只写过一次家信。
（ 2 ）用于“ It’s + 时间段+ since + 一般过去时态的句子”句型。
例如：How long is it since you were in London? 你在伦敦多久了？It is just at a week since we arrived here. 我们到达此地刚好一个星期。
（ 3 ）意思是“既然，因为”。
例如：Since we have no money, we can’t buy it. 因为我们没钱，我们买不起（它）。
Since you insist, I must go. 因为你坚持，我就必须去了。
[注意] 当since 与完成时态连用时，主句中的谓语动词需用延续性动词。
所以一些终止性动词必须及时转化为延续性动词。
4. Let me take your temperature. 让我来给你量下体温。
take sb’s temperature, 表示“量某人的体温”。
例如：I took my temperature last night. 我昨晚量了下我的体温。
5. Do you do any exercise？你锻炼吗？exercise表示“锻炼”，是不可数名词，没有复数。
例如：You should take more exercise.你应该多锻炼。
6. Take it three times a day. 一天吃三次。
take 表示“吃，喝”。
也有“拿走”的意思。
例如：I often forget to take my umbrella.我常常忘记带我的雨伞。
Step 8 Complete the passage with the words in the box1.Read the passage carefully.2.Choose the right words in the box.3.Draw the right answers from each group.Keys: health, stomach ache, cough, fever, temperature,Step 9 Listen and notice the intonation1.Ss read and predict which words the speaker is likely to read.2.Now listen and check if it is right.3.Work in pairs. Read the sentences aloud.Step 10 ActingWork in pairs. Act out a conversation between a doctor and a patient. Student A: You are a doctor.Student B: You are at the doctor’s. Choose one of the illnesses from the box in Activity 1.Step 11 Grammar现在完成时1. 现在完成时定义：也可以表示某一动作从过去一直延续到现在。
e.g. Jane has kept the book for three days. 简已经借这本书三天了。
The boy has had the bike since last Sunday.自从上周五，这个男孩就买了这辆自行车。
2. 现在完成时的时间短语：for和since时间短语是现在完成时的常用时间短语，是现在完成时的标志。
for后面加时间段，表示一段时间。
例如：for two weeksfor one monthsince后面加时间点，表示自……以来。
例如：since last week since 2008注意：对for和since时间短语提问用How longStep 12 Exercises1. —What’s wrong with you?—I’ve ____ a headache.A. getB. gotC. hadD. have2. —Has the doctor _____ your temperature?—Yes, he has.A. doB. takeC. tookD. taken3. Doing much ____ is good for your health.A. foodB. coldC. exerciseD. computer4. —Have you caught a _______?—Yes, I have. I cough now.A. feverB. coldC. toothacheD. coughKeys: BDCBStep 13 中考链接1. Students in Beijing ______ away many books to the Hope Schools since 2009. 【2013四川遂宁】A. have givenB. giveC. gave2. He _______ Luzhou for three months. 【2013四川泸州】A. has leftB. has come toC. has gone toD. has been away from3. “Did you borrow the comic book from the library?”“Yes. I _____ it for three days. I’ll return it this afternoon.” 【2013贵州安顺】A. borrowed B. keptC. have borrowedD. have kept4. The astronaut is so tired that he ______ for eleven hours. 【2013山东青岛】A. has been asleepB. has fallen asleepC. has gone to bedD. has gone to sleepKeys: ADDAStep 14 Homework编写一个医生和病人之间的一个对话，包括以下要点：feel ill, catch a cold, take one’s temperature, do much exercise, give some medicine Unit 2 We have played football for a year now.【教学目标】Knowledge objective:Key vocabulary — well, heart, active, pet, member, condition, sleepy, then, weak, illness, exercise, awful, perhapsKey structures—take part in, in excellent condition, feel awful, all overAbility objective:To get information about exercise activities.To master the present perfect tense.Moral objective:To know more about other person’s problems and give some advice to others.【教学重点】1. To learn some expressions in the passage.2. To learn the present perfect tense.【教学难点】1. To get information from the article.2. The use of “for” and “since” phrases.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upLook at the pictures and answer the questions.1) What are they doing while they are watching TV?2) Is eating food while watching TV healthy?3) Playing volleyball often is healthy, isn’t it?4) How does he go to work every day?5) Is going to work by bike every day healthy?6) What do you do to keep healthy?Step 2 Consolidate new wordsLook and say.The teachers shows the pictures of new words and let the students to say as quickly as possible.well, heart, active, pet, member, condition, sleepy, then, weak, illness, exercise, awful, perhapsStep 3 Pre-reading1. Ss describe the activities in the pictures.2. Let Ss choose which ones are healthy.Step 4 ListeningListen to Part 2 and answer the questions.1) Did the doctor check Anna’s heart?2) How does Thomas go to work now?Keys: 1. Yes, he did.2. He rides to work.Step 5 Reading1. Read the passage and match the people with the pictures in Activity 1. There is one extra picture.2. Read the passage and answer the questions.1) How does Anna get exercise every day?2) Who was the first number of the girl’s football team?3) When did Thomas buy a bike?4) Was Richard weak after a long illness?Keys: 1. She gets exercise by taking the dog for a walk every day.2. Wang Wei.3. In January.4. Yes, he was.3. Complete the notes.Read the sentences and fill in the blanks according to the passage.Key: well, exercise, dog, walk, first, year, fit, underground, bike, smile, week, enjoy, weakStep 6 Complete the passage with the words in the box1. Read the passage from the beginning to the end carefully.2. Choose the right words to fill in the blanks.1) Tom runs six miles every morning, so he is in very good _________.2) Jill is a very ________ girl and plays lots of sports.3) I had a very bad headache yesterday, and I felt _________.4) Ben is a(n) _________ of the school football team.5) You do not look very well._________ you should see a doctor.6) I saw your grandfather taking his _______ walk this morning.Keys: condition, active, awful, member, Perhaps, dailyStep 7 Learning to learnLet Ss master the methods of learning English.You can often tell when a passage is asking for advice because it uses I rather than he/she to describe the problem. When you write your advice, you can use you …, you should/should not…and sentences like do …or do not …Step 8 Language pointsTo learn about the main points in the passage.1. I was not feeling very well.well表示“健康的”，是形容词。
