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[获奖说课稿]最新外研版九上《Module 10 Fitness》word全模块教案名师说课

www.akqp.com ? ? 发布时间:2014-11-23? ? 来源:未知??【

  Module 10 Fitness

  I. Teaching goals 模块教学目标

  Skill focus ZXXK]听Listen to conversation, advertisement about ways of how to keep fit

  说Talk about how they think about different types of exercises; talk about ways of keeping fit; discuss things they can do to be healthier

  读Read passages about healthy food; ways of keeping fit

  写Write a short passage about “Feed me better”

  Language focus功能句式Talking about preference

  Do you like it?

  Why do / don’t you like it?

  How good are you at it?

  词汇1.重点词汇

  ache fit exercise healthy running strong weight training fat fresh healthy food junk food sugar tasty

  2.短语

  a bit stay fit stay healthy train for take exercise go running

  语法Attributive clause connected by who/whose

  重点句子1. My legs ache a bit. P80

  2. Don’t give up if you want to stay fit. P80

  3. I’ve got a friend whose brother is training for the Olympics. P80

  4. There’s a boy in our team whose parents want him to go to a sports school. P80

  5. I’ve just bumped into the head teacher. P80

  6. He doesn’t look like someone whose fitness and health interest him very much! P80

  7. Jamie Oliver is a young cook who wants to improve school dinners. P82

  8. Children whose midday meals were unhealthy were difficult to teach in the afternoon. P82

  9. Then he talked to the people who worked in the kitchens. P82

  10. Jamie is a cook whose ideas are changing school dinners all over Britain. P82

  11. He told them they needed to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners. P82

  II. Teaching material analyzing 教材分析

  本单元围绕Fitness展开。

  Unit 1 从听、说、读三个方面展开技能训练。要求学生通过本单元的学习能够讨论自己所认为的保持健康的最好的方式。通过讨论保持健康的方式来表达自己的观点、询问别人的意见。

  Listening and vocabulary

  Activity 1 要求学生根据所给图片,运用所给词汇讨论自己认为的最佳保持健康的方式。Activity 2 要求学生听录音选出对于Betty和Lingling而言最好的保持健康方式,然后根据所给图片描绘图中的人物是如何保持健康的。Activity 3是Lingli ng和她朋友的一段对话。学生将初步学习以whose为引导词的定语从句,同时帮助他们开始学习这个单元的新话题。Activity 4 要求学生根据课文回答问题,是对他们理解课文的一个检测。Activity 5 要求学生学习动宾搭配的习惯用法,并结队根据自己的实际情况回答文中所列的问题,此活动在帮助他们正确运用动宾搭配的同时练习讨论与Keep fit有关的话题。

  Pronunciation and speaking

  Activity 6 帮助学生根据意群朗读含有宾语从句的句子。Activity 7 要求学生结队讨论自己对所列运动方式的看法,帮助他们学习如何表达自己的观点。

  Unit 2 从说、读、写三个方面展开技能训练。要求学生通过学习Feed me better的文章,完成课本所列任务,并结合自己对于健康饮食的看法,能够自己写一篇关于Feed me better的文章。

  Reading and vocabulary

  Activity 1 要求学生看图,运用课本所提供的词汇,结合实际情况谈论自己比较喜欢哪种饭菜。Activity 2 是一篇有关健康饮食的文章。第一步要求学生快速浏览文章,给每个自然段的选出适当的小标题,在学习这篇文章的同时学习如何写类似的文章,以及词汇、用语。Activity 3 要求学生阅读文章,根据提示找出相对应的细节信息后完成表格。 Activity 4 要求学生在理解课文的基础上用自己的语言完成句子。Activity 5 通过让学生完成一段话,帮助他们正确理解和运用词语。Activity 6 要求学生在理解课文的基础上结合自己的实际情况讨论Activity 6 中所列的问题。

  Writing

  Activity 7 要求学生先在课本的提示下根据自己的实际情况列举具体细节。Activity 8 在学习本单元的基础上写一篇关于Feed me better的短文。

  Unit 3 是对本单元一个综合性的总结与训练。帮助学生全面理解、运用和掌握本单元所学内容。Activities 1-3是帮助学生学习和练习以whose / who 为引导词的定语从句。Activities 4-8帮助学生运用所学词汇及表达。

  Around the world 向学生介绍了欧洲传统的保持健康的方式之一Spa。

  Module task 是综合技能的训练。要求学生找出保持健康的方法。

  III. Class types and periods 课型设计与课时分配

  Period 1 Listening and speaking

  Period 2 Reading and writing

  Period 3 Language in use

  IV. Teaching plans for each period分课时教案

  Period 1 Listening and speaking

  Teaching goals 教学目标

  1. Language goals 语言目标

  a. Key words 词汇

  ache fit exercise healthy funning strong weight training

  b. Key sentences 重点句子

  My legs ache a bit.

  Don’t give up if you want to stay fit.

  I’ve got a friend whose brother is training for the Olympics.

  There’s a boy in our team whose parents want him to go to a sp orts school.

  I’ve just bumped into the head teacher.

  He doesn’t look like someone whose fitness and health interest him very much!

  2. Ability goals 能力目标

  Enable students to talk about their opinions towards different forms of exercises.

  3. Learning ability goals 学能目标

  Help students learn how to talk about their opinions towards different forms of exercises.

  Teaching methods 教学方法

  Listening, reading and discussing.

  Teaching important point教学重点

  Teach students to talk about different forms of exercise.

  Teaching difficult points 教学难点

  Help them know different advantages of different forms of exercise and the importance of doing exercise.

  Teaching aids 教具准备

  A tape recorder, a projector and the Multimedia Computer.

  Teaching procedures and ways 教学过程与方式

  Step I Lead-in

  a. Lead students to start talking about a new topic.

  T: Everybody, what’s the date today? … How many days left to the Beijing 2008 Olympic Games? … Do you think we’ll get the most golden medals this time? … Why?

  S1: There are so many famous athletes, such as Liu Xiang, Zhang Yining…

  S2: The 2008 Olympic Games are held in our own country.

  S3: Thousands of Chinese will encourage and support our national team players.

  T: Well done! Our heroes strive for the golden medals for our country. How can they do that?

  S4: They train every day.

  S5: They do exercise very hard.

  S6: They have healthy food.

  T: Good! Because they train hard everyday, they must be very …

  Ss: Fit!

  T: Yes. That’s what we’ll go to talk about this Module.

  Show the title of this Module to students---Fitness.

  b. Get students to talk about pictures on page 80.

  T: Next, look at the three pictures on page 80. Decide which is the best way to keep fit. You can refer to the words and expressions given.

  Get students to talk about the pictures in pairs. Later, ask some of them to talk about their opinions.

  T: Well, time is up. Who’d like to say something about these pictures?

  S7: I think Taijiquan is the best way of keeping fit. It helps people keep calm. It is one of the key elements for people to keep away from diseases and live longer.

  S8: I think running is the best way of keeping fit. It helps our heart healthy, makes us full of energy and breathe enough fresh air.

  S9: I think weight training is the best way of keeping fit. It can help people lose unnecessary fat and keep good shape. It makes people strong. And it helps people get far away from diseases.

  T: Well done!

  Step II Listening

  Listening

  Get students listen to the tape and fill in the chart given.

  T: Different people have their own ways of keeping fit. Next, listen to the tape and find out the best ways to keep fit for Betty and Lingling.

  Before playing the tape, get students look through the chart. Then play the tape recorder, get them fill in the chart. Later check the answers together.

  Speaking

  Get students look at the photos again and describe how the people keep fit.

  Sample answer:

  People in the pictures do exercise to keep fit. In the first picture, an old man is playing Taijiquan. It’s a kind of exercise that is suitable for old men. In the second picture, three women are running. Keeping running can help people keep healthy. In the third picture, a man is doing weight training with the instruction of the coach. Doing weight training can make people sweat which can carry away wastes in human body.

  Step III Conversation learning

  Get students learn the conversation in Activity 3.

  Listening

  Get students listen to the tape and answer the questions in Activity 4.

  T: What can you do to keep fit in our school?

  Ss: Play basketball, football, table tennis…

  T: Is there anyone here in the basketball team? … How do you think about that?

  Ss: It’s very tiring.

  T: Well, Tony thinks the same. Next, listen to the tape and answer the following questions

  Show students the questions in Activity 4.

  1. How did Tony find the basketball training?

  2. Why does Lingling say Tony is lucky?

  3. What will the boy in Daming’s team need to do?

  4. Why i sn’t Tony allowed to use his father’s camera anymore?

  5. Who has Betty ju st seen and what does he want to talk about?

  Play the tape recorder and help them get the answers to these questions.

  Sample answers:

  1. He found it was OK, but he was a bit tired. His legs ache a lit.

  2. Because her friend’s brother is training for the Olympics, while Tony is only playing in the school team.

  3. He’ll need to take a lot of exercise ---go funning or do weight training.

  4. He thought his dad guessed that he nearly lost it at school dance.

  5. She has just bumped into the head teacher. He wants to talk about New Standard.

  Then play the tap e recorder again, get students listen again and check the answers.

  Reading

  Get students read the conversation.

  T: Now, read the conversation and underline what you don’t understand.

  Give students several minutes to read. Later explain some language points to them.

  Language points

  1. It was OK, but I’m a bit tired. My legs ache a bit.

  a bit: to some degree, rather 有点儿,稍微

  ache vi. : to have or suffer a continuous, but not violent, pain “隐隐地,持续地”作痛

  2. Don’t give up if you want to stay fit.

  fit adj.: physically healthy and strong, especially as a result of regular exercise

  3. I’ve got a friend whose brother is training for the Olympics.

  train for: to prepare for a test for physical skill, especially by exercising

  4. I’ve just bumped into the head teacher.

  bump into: to meet by chance

  Step IV Discussing

  Get students do Activity 5.

  Step V Pronunciation

  Get students listen to the tape. Learn how to read and express sentences with attributive clause according to the sense group.

  Step VI Speaking

  Get students work in pairs to talk about those forms of exercises listed in Activity 7, and then complete the table. Later, they are asked to talk about different forms of exercises according to the table.

  Sample answer:

  Do you like it?Why do/don’t you like it?How good are you good at it?

  TaijiquanYes.It helps me become more patient and have better attitude towards both study and life. Besides it can keep me fit.I am being taught how to do it recently. And I can hardly complete it

  BasketballYes.Playing basketball can help me full of energy and complete tasks quickly and efficiently. Also, playing basketball make me 出汗 which carry away a lot of wastes from my body.I am good at playing it.

  RunningYes.Most of people like running. It can help improve our endurance which helps us deal with study and other hard work. It is good for our brain as well.I am not good at running, but I keep on running every morning on the playground.

  SwimmingYes.First it trains us the ability of endurance. The pressure of water helps exercise our whole body. And it is one of the best ways to lose weight.I am not good at it. But I often swim for fun.

  Fitness classNo.We should keep doing exercise every day. We cannot depend on a sudden exercise. It may not be good for our health.I never go to fitness class.

  StepVII Homework

  1. Finish the correspondent exercises in Workbook.

  2. Preview Unit 2.

  3. Remember vocabulary in Unit 1.

  Period 2 Reading and writing

  Teaching goal

  1.Language goals 语言目标

  a. Key words and phrases重点词汇和短语

  fat fresh healthy food junk food sugar tasty

  b. Key sentences重点句子

  Jamie Oliver is a young cook who wants to improve school dinners.

  Children whose midday meals were unhealthy were difficult to teach in the afternoon.

  Then he talked to the people who worked in the kitchens.

  Jamie is a cook whose ideas are changing school dinners all over Britain.

  He told them they needed to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners.

  2. Ability goals能力目标

  Enable students to write a short passage called “Feed me better”.

  3. Learning ability goals 教学目标

  Help students learn how to write a short passage called “Feed me better”.

  Teaching important point教学重点

  Teach students learn how to write a short passage called “Feed me better”.

  Teaching difficult point 教学难点

  Attributive clause: relative pronoun who / whose

  Teaching methods 教学方法

  Reading, speaking, writing and pair work.

  Teaching aids教具准备

  The Multimedia Computer, a projector, packages of KFC and Menniu, Yili Milk.

  Teaching procedures and ways教学过程与方式

  Step I Lead-in

  Lead students to talk about how they think about healthy food and junk food.

  Bring packages of KFC and Menniu Milk, Yili Milk.

  T: Everybody, Look! What did I bring to you?

  Show students the packages of KFC and Menniu Milk, Yili Milk. Students give the answers immediately for they are so familiar with them.

  T: Now, look at the packages carefully. Can you find any difference?

  S: The color is different.

  T: Anything else?

  S: Menniu Milk and Yili Milk are the assigned products for the 2008 Olympic Games. But KFC is not.

  T: That’s it! What kind of food do you think is healthy, or good for our health? Next, describe the pictures and say which meal you would like to eat.

  Get students describe and talk about pictures on page 82. Later ask some of them to say their opinions.

  T: Who’d like to say something about the first picture?

  S: In the first picture, there are fresh vegetables and fruit. They are healthy food and good for our health. I would like to eat this meal.

  T: Well done! We should eat healthy food. How about Picture 2?

  S: In the second picture, there is a hamburger, a cup of cola and a packet of French fries. They are junk food which contains too much sugar, fat and energy. They are bad for our health.

  T: Well done!

  Step ⅡReading

  Get students learn about the passage feed me better.

  a. Get students match the headings with the paragraph.

  T: What do you usually eat for lunch?

  Encourage students to talk about what they eat for their lunch.

  T: Most of you eat healthy food. Healthy lunch can help you behave better in the afternoon class. In Britain there is such a cook, his ideas are changing school dinners all over Britain. Today, we’ll learn about this. First, look through the passage and match the headings with the paragraph.

  Give students several minutes to look through the passage. Later check the answer together.

  b. Get students do Activity 3.

  T: Next, read the passage again and get more details about the passage. You are asked to complete the chart in Activity 3.

  Sample answers:

  Typical school mealHamburgers and chips, or pizza, and sometimes there is fruit and ice cream

  Disadvantage of junk foodJunk food isn’t just bad for the body. Children whose midday meals were unhealthy were difficult to teach in the afternoon.

  Healthy foodIncluding meat, rice, pasta and vegetables

  Making changes to the dietHe told them they needed to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners.

  c. Get students look through the passage and finish Activity 4.

  1. In 2005, Jamie Oliver went back to school to see what the children were eating.

  2. The teachers found that children whose midday meals were unhealthy were difficult to teach in the afternoon.

  3. When he went into class with vegetables, Jamie found out that the children didn’t know what they were.

  4. When Jamie changed the menu, a lot of teenagers refused to eat new food at first.

  5. Jamie wanted the government to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners.

  d. Language points

  1. Jamie Oliver is a young cook who wants to improve school dinners.

  improve: to make better

  2. He told them they needed to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners.

  ban … from …: to forbid, esp. by law

  e. Get students do Activity 5.

  Step III Speaking

  Get students answer the questions in Activity 6 in pairs.

  Sample dialogue:

  S1: What junk food do you like?

  S2: I like hamburgers.

  S1: Me too. But hamburger contains too much sugar, energy and fat. We shouldn’t eat it too often.

  S2: I agree. How can you improve your diet?

  S1: First, we should not go to eat junk food too often. Then we need to eat a lot of fresh fruit and vegetables.

  S2: Good ideas. Do you think junk food should be banned?

  S1: It’s not necessary. We can eat it one or two times each month, for it’s one of the ways of relaxing and enjoying ourselves. It’s necessary for us to persuade people to eat healthy food.

  S2: What can you do?

  S1: We can give them a lot of examples that show what the harm junk food brings to us. And maybe our government can give rules to ask people eat less and less junk food.

  S2: I agree. Is it important to have a healthy meal at school?

  S1: Yes. If we do not have a healthy meal, we may behave badly and can not concentrate on our study.

  S2: Would you like to be a cook?

  S1: Yes! I’d like to! I can do a lot of healthy food for people. The most important is that I can tell people what is healthy and what is bad. They will follow me, for I am a cook.

  Step IV Writing

  Get students write a short passage about feed me better.

  Sample version:

  Feed me better

  ★ More fruit and vegetables

  Not less than two portions of fruit and vegetables should be available per day per students.

  ★ Meat, fish and other non-dairy sources of protein

  A food from this group must be provided on a daily basis.

  ★ Starchy food

  All schools must provide starchy food every day.

  ★ Drinking water

  There should be easy access at all times to free, fresh drinking water.

  ★ Snacks - Restricted

  Savoury snacks high in salt and fat such as crisps are no longer allowed.

  ★ Milk and dairy food

  A food from this group should be available on a daily basis.

  ★ Healthier drinks

  Healthier drinks include water, milk (skimmed and semi-skimmed), fruit juice and combinations of these.

  ★ Salt and condiments - Restricted

  No salt shall be available to add to food after the cooking process is complete.

  ★ Deep-fried food - Restricted

  Deep-fried food (including those deep-fried or flash-fried in the kitchen or manufacturing process) should not be served more than twice a week.

  ★ Meat products - Categorised and restricted

  Only one meat product (manufactured or homemade) from each of the four separate groups can be provided within a fortnight.

  ★ No confectionery

  Confectionery should not be provided as part of school lunches.

  Step V Homework

  1. Remember the words in Unit 2.

  2. Finish writing feed me better.

  3. Preview Unit3.

  4. Do exercises in workbook.

  Period 3 Language in use

  Teaching goals 教学目标

  1.Language goals 语言目标

  a. Key sentences重点句子

  One of the most traditional ways to stay healthy in Europe has been to spend a few days at a spa.

  … it may not taste very nice but it’s meant to be good for you.

  … and the city which gave its name to the hot springs, Spa in Belgium.

  b. Grammar point

  Attributive clause led by who / whose.

  2. Ability goals能力目标

  Enable students to find ways to keep fit using what they have learnt in this module.

  3. Learning ability goal 学能目标

  Help students learn how to find ways to keep fit.

  Teaching important and difficult points教学重难点

  Usage of attributive clause led by who / whose.

  How to use vocabulary correctly and properly.

  Teaching methods 教学方法

  Listening, reading, speaking and writing.

  Teaching aids教具准备

  The Multimedia Computer and a projector.

  Teaching procedures and ways教学过程与方式

  Step I Language practice

  Get students learn attributive clause led by who / whose.

  a. Grammar point

  Explain attributive clause led by who / whose to students.

  T: Everybody, let’s look at the following sentences.

  Show students the following sentences with attributive clause:

  I’ve got a friend whose brother is training for the Olympics.

  There’s a boy in our team whose parents want him to go to a sports school.

  He doesn’t look like someone whose fitness and health interest him very much!

  Jamie Oliver is a young cook who wants to improve school dinners.

  Children whose midday meals were unhealthy were difficu lt to teach in the afternoon.

  Then he talked to the people who worked in the kitchens.

  Jamie is a cook whose ideas are changing school dinners all over Britain.

  T: Is there anything in common?

  Ss: They are all sentences with attributive clause.

  T: Well done! So tell me what is attributive clause?

  S1: An attributive clause is a clause that modifies a noun the same way an adjective or prepositional phrase does. The noun it modifies is called an antecedent.

  T: Wonderful! Can you say something about these sentences?

  S2: When we talk about people we use relative pronouns who, whom, whose in the attributive clause.

  T: That’s it!

  b. Practice

  Get students to do Exercises 1-3 on page 84. After students finish doing these exercises, check the answers.

  Step II Integrating skill

  Speaking and writing

  Get students do Exercises 4 &5.

  Listening

  Play the tape recorder; get students do Exercises 6&7. After that, ask them to finish Exercise 8.

  Reading

  Get students read the short passage in Around the world. Later explain some language points to them.

  1. One of the most traditional ways to stay healthy in Europe has been to spend a few days at a spa.

  Paraphrase this sentence: It’s always a popular way to spend a few days at a spa to stay healthy in Europe.

  2. … it may not taste very nice but it’s meant to be good for you.

  It’s meant to be … for …: It is supposed to …

  3. … and the city which gave its name to the hot springs, Spa in Belgium.

  give one’s name to: become famous because of

  Step III Module task

  Get students to finish module task.

  Sample answer:

  Health questionnaire

  A Exercise

  1 How many times do you exercise every week?

  I only exercise in PE class.

  2 What kind of exercise do you do?

  Usually I do some jogging.

  B Eating

  3 What kind of food do you eat?

  I like to eat snacks.

  4 How often do you eat every day and at what time?

  Usually I eat four times everyday at the interval of classes.

  C Sleeping

  5 How many hours of sleep do you get every night?

  Eight hours.

  6 Do you sleep well?

  Yes, I do.

  D Nature

  7 How much time do you spend outside every week?

  Seldom. I have a lot of homework to do and I have to take other training classes.

  8 Do you ever go to the countryside at the weekend?

  Only a few times.

  E Indoor activities

  9 How much television do you watch every week?

  Usually I watch television at the weekend for about four hours.

  10 How much time do you sp end playing computer games every week?

  Never.

  10 things everyone can do to be healthy.

  Work out regularly.

  Do a mixture of exercises

  Take up a new class

  Become independent

  Eat a balanced diet

  Get help

  Create a healthy enviroment

  Surround yourself with like-minded people

  Keep moving

  Remember, fitness is for life

  Step IV Homework

  1. Preview next Module 11.

  2. Do exercises in workbook.

  3. Review the usage of attributive clause led by who / whose

  Teaching resources教学资源库

  Attributive clause

  概念:定语从句是修饰一个名词或代词的从句。

  构成:定语从句必须包含先行词和关系词两个部分。先行词由一个名词或代词担当;

  关系词包括关系代词和关系副词。

  关系代词:that which who whom whose as

  关系副词:where when why

  关系代词that, which, who, whom, as

  用法:1. 必须在定语从句中做主语或宾语。

  2. 作引导词的功能。关系代词whose在定语从句中作定语。

  关系副词when, where, why 的用法:

  在定语从句中作状语。因此要区别该用关系代词还是关系副词,就要看它在定语从句中所作的成份。

  运用:1 由关系代词引导的定语从句

  a. that 在从句中可做主语或宾语,指人或物。

  例:A plane is a machine that can fly. (做主语,指物)

  Who is the man that is working over there? (做主语,指人)

  b. which 在从句中可做主语或宾语,指物。

  例:This is the bike which I bought yesterday. ( 作宾语,指物,可省略)

  c. who 在从句中做主语,指人。

  例:The boy who is standing under the tree is called Jim. (做主语,指人)

  d. whom在从句中作宾语,指人,在口语中可用who 代替。

  例:Do you know the person whom we met at the gate just now?

  e. whose 在从句中作定语,指人。

  例:This is Mr . Wang, whose wife works in a big hospital. ( 作定语,指人)

  f. as 在从句中做主语或宾语。(如先行词被such 或the same 修饰,多用as 引导定语从句。

  例:We won’t use such students as you recommend.

  2.由关系副词引导的定语从句

  a. when 在从句中作状语,指时间。

  例:I’ll never forget the day when I joined the army.

  b. where 在从句中作状语,指地点。

  例:This is the house where we lived last year.

  c. why 在从句中作状语,指原因。

  例:I don’t know the reason why they didn’t come to the party.

  3. that 与which 的区别与联系:

  a. that 在定语从句中既可指人又可指物,可代替who, whom, which (不包括非限定性定语从句)。

  b. that 和 which 在从句中作主语时,不能省略;作宾语时,在口语中常省略。

  c. 在which 引导的定语从句中,当which 从句中作介词的宾语时,介词一般可放在which 之前,也可放在从句原来的位置上,在含有介词的动词固定词组中介词只能放在原来的位置上,而不能放在which之前。

  例:The house in which Lu Xun once lived is now the Lu Xun Museum. =The house which Lu Xun once lived in is now the Lu Xun Museum.

  This is the bag which you are looking for. (look for 不能分开,是固定词组) 而在that引导的定语从句中,当that在从句中作谓语动词加介词的宾语时,that不能放在介词后面作介词宾语。 例:The village that she lives in is twenty kilometers away. (in 不能放在that前)

  4.只能用that 的情况

  a. 在序数词或最高级形容词修饰先行词时,要用that。

  例:Han Mei is the most beautiful girl that I have ever known.

  b. 当all, everything ,nothing ,something ,anything, few, none, the one 等不定代词作先行词时,要用that.

  例:Is there anything that you want to tell me?

  健身不简单,要过大脑关说课稿网站www.akqp.com特邀请一线专家、名师、学者为广大新教师整理编辑了部分精品说课稿范文供大家参考使用。

  You’ve been working out regularly for quite a while, but you’re nowhere near your fitness goals. So now it’s time to bring in your ultimate weapon your mind.   Rather than thinking of fitness as something mysterious that you do with your body, take an analytical goal oriented approach to making physical improvements that stick. Try these tips for creating a smart fitness plan:

  Define your goals. Whether it’s to lose fat and gain muscle or to run a triathlon, it’s vital to have a goal to work toward. Knowing where you’re going makes it easier to take the right steps.

  Get realistic. Training gains are met through consistent effort over a period of time. Don’t expect dramatic, overnight results regardless of what exercise equipment infomercials claim. Reward yourself for all the little positive steps you take and for consistently striving forward.

  Be yourself. Work toward a goal that you can achieve with your body. Don’t try to change your basic shape or to go against your own unique physical capabilities. Take an objective look at yourself, and then work toward enhancing what you’ve got rather than trying to attain someone else’s body.

  Do your research. If you are not making progress, ask a qualified personal trainer to analyze your routine and your goals. Read magazines about health and fitness. There’s tons of great fitness information out there tailor it to fit you.

  Identify your weaknesses, and then use your brain to outsmart them. Many people avoid their weak points or bad habits, hoping that they can ignore them into oblivion. Instead, take them up as clues to how you can improve. Keep a food and fitnes s journal for a month. Then analyze it for negative patterns. If you always overeat late at night, try going to a late night movie to get your mind off food. If you tend to fade out on your workouts on weekends, plan some fun exercise with friends to spice up your lagging routine.

  Create a fitness network. Integrate the important people in your life into your fitness quest. Get your whole group involved in healthy activities and eating that way they won’t be temp ting you to fall off the fitness wagon. Instead, you’ll all be leading one another toward healthier bodies and minds.

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