Unit 22 A world of Fun Teaching plan(新课标版高一英语下册教案教学设计)
中学英语教学资源网 → 英语教案 → 教学设计 手机版


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一、教材分析
1、教材内容分析
在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。
Warming up以图片形式引入本单元的话题之一：amusement parks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。
Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。
Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。
Language study要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
2、教学重点、难点
1） 重点：
话题: Talking about amusement parks.
功能: Ways of giving directions. Designing new things.
词汇: theme create attract attractions lead to have sth. in common thrills and entertainment
be based on more advanced step into experience sth. risk injury give sb.
a thrill scream one’s way… race against imagination design live to ride
表达用语: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …? Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your
favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
语法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2) 难点：
a.针对Reading的语篇分析。b.动词-ing结构作状语的运用。c.针对事物特点描述的写作。
二、语篇分析
单元Reading 的Theme Parks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。
1、编者意图
引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。
2、文章结构思路如下：
1）What is a theme park? →
2）Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong---People come for thrills and entertainment and know more about the idea
behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters. →
3）New theme parks are being built.
3、篇章结构图示：

4、课文线索内容复述如下：
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
5、德育渗透：
* All work and no play makes Jack a dull boy.
工作而无娱乐使人愚钝。
* Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。
* Never go to the forest if you are afraid of the wolf. (Lenin)
大胆的探索和体验源自你的勇气。（列宁）
6、写作技巧
如何描写事物？
关键：抓住事物特征
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
三、课时安排
Period 1 Warming up、 Listening
Period 2 Speaking
Period 3 Reading、Post-reading
Period 4 Language Study
Period 5 Integrating Skills
四、教学计划
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task one Listen and guess
Students listen to the tape-recorder which is about a roller coaster coming down sharply.
Question 1. Where are the people?
2.What is happening?
Using the sentence structure: They are on a roller coaster advancing fast.
3.How did they feel?
Task Two Talk about our own experiences
1. Make a list of at least four things in groups.
2. Report to the class.
Questions: Have you ever been to an amusement park? What did you see?
Have you ever tried sitting in a roller coaster?
How did you feel?
Do you like it? Why?
Task Three Watch pictures and practice
1. Look at the pictures and fill in the blanks.(Individual work)
Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas. Students may go around (Pair work):
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
3. Some students tell about their interviews.( Individual work)
Task Four Talk about other amusement activities found in funfairs.
Students tell about other activities, such as rock-climbing, rafting, skiing, surfing, skydiving and so on. They can draw simple pictures to describe the activities. ( Class work)
Summary:
Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like!
Step2 Listening
Pre-Task Talk about a theme park
Lead-in : A theme park must have a special theme.
Pre-listening: Go over the questions or sentences that have something to do with the listening materials at P.64 and P65 and guess
in pairs if possible.
While-listening: 1. Listen for the first time with the book closed
2. Listen again with the book open and individually answer the questions and complete the sentences at P.64 and P.65.
3. Check the answers in pairs.
4. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas


Post-listening questions:
Has anything similar that happened to you? What was the situation? How did you deal with it? In what way?
Step3 Summary
1. Summary:
T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.
Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?
2. Homework
a. Recall all the new words and expressions that occur in this period.
b. Finish the exercise Talk on the workbook.
c. Write about your own experiences in a theme park.
Period 2 Speaking
Goals:
1. Practise giving directions.
2. Enlarge expressions of asking the way and answering.
Step1 Revision & Warming-up
Task Report about experiences
Activity One Tell the experiences (Individual and Class work)
Which amusement park have you ever been to?
How did you feel? / What makes it unforgettable?
Activity Two Tell about how to get to the park (Individual work)
How can we get there?
Step 2 Listening
Task Listen and answer
Listen to 2 dialogues and answer the following:
Where is she/he going? How to get there?
(This part is taken from a test tape). Such as:
A: Excuse me, but can you tell me how to get to the zoo?
B: Sorry, I’m a stranger here.
Question: What does the conversation mean?
A: Excuse me, how can I get to the railway station?
B: Just walk one more block and you will see a No.15 bus stop. Wait there
for the bus to take you over.
Questions:
Where is she going? How to get there?
Step 3 Speaking
Task Watch the map and find the way
Pre-speaking
T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…
Please write about how we can get there, according to page 65.
While-speaking
Activity One One tells the class how to get to the places.
Activity Two Make up dialogues, using the information above.
Activity Three Make up dialogues, talking about their own destinations .
T: Talk about where you plan to go and the reason, about how to get there…
Post-speaking
Task Have a Free Discussion
T: Suppose you are at the main entrance and you want to go to the Big Tower for a free fall ride in the morning. Which way will you prefer to choose:
Take the direction of the Animal Park and the Roller Coaster;
Take the direction of the Dinosaur Park and the Tomorrow Land.
Why do you prefer that?
Discuss the situations in group. (Group work)
Step 4 Practice
Task Watch the map and say 设计意图：贴近生活，充满幻想
T: Suppose you are at the Ocean Park of Hong Kong now.
Which part will you try? Tell about your reason and the way.
（Teachers design a map for the talk or copy a similar one from the internet）
Step 5 Homework
T: Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.
Period 3 Reading
Goals:
1. Learn some expressions about theme parks.
2. Read through the material and have a good understanding of theme parks.
Step1 Pre-reading
Task Watch and discuss
Activities: Check the students’ homework and show the finest copies of theirs to the whole class. After the class watch the nice pictures on the screen, the teacher gets students to discuss the following:
1. What do you think you can see in a theme park?
2. What do you think about adventure sports?
3. Do your town or city have an amusement park? What can you do there?
4. Is a theme park different from a traditional park? Why?
Step2 Reading
The Main Task Students learn about theme parks.
Lead-in:
T: What is a theme park?
Ss: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.
T: What are the activities based on?
Ss: The activities are based on a common theme.
Task 1 Skimming
Question 1. How many theme parks does the writer tell us?
What are they ? Where are they?
Question 2. What are the themes about?
Task 2 Scanning
Question: What attract people in these theme parks?
Individual Work Read through the first three paragraphs.
Then fill in the form below.
Title
Par. Parks Themes Attractions
1
2
3
4
Group Work T : Exchange your ideas and prepare to report.
Suggested answers:
Title Theme Parks (People can have fun and experience sth. different.)
Par. Parks Themes Attractions
1 The World Park To teach visitors sth…
to help experience sth Buildings, castles, statues,
customs of Chinese minorities,
cartoon characters, animals
2 The Ocean Park To get visitors to know more about the idea..
to help people to explore the past. Thrills and entertainment;
Rides, opportunities to learn about life in the ocean,
a conversation center,
the dinosaur exhibition,
the two giant pandas…
3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal
4 New theme parks are being built.
Notes: About the new phrases, words and sentences.
Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.
Ask certain questions to check students’ understanding to these sentences.
Task 3 Discussing (Think, write and then discuss.)
1. Which of the theme parks mentioned in the text will you visit? Why?
2. Why are theme parks so popular throughout the world ?
这是一个大话题，可集思广益。
Step3 Designing
Task Design a theme park and exchange ideas in class by interviewing.
Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...
Name Theme Attractions Others’ Ideas For This Park




(Attention: One form is for your ideas while the rest is for others’.)
Step4 Homework
1.Finish the reading part of the workbook.
2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.
3.List ideas for an “English-Speaking World Park”, using the form of Page67.
Period 4 Language Study
Goals:
1. Revise the words.
2. Learn to use the –ing form: used as an adverbial.
Step 1 Revision
Activity1: Suppose you are the manager of the World Park of Beijing, the Ocean Park of Hong Kong, or Disneyland in California. Please tell about your attractions to the visitors.
Activity2: Check the homework.
Students form groups to discuss their ideas for an “English-Speaking World Park”, then get several students to report theirs.
Step 2 Word Study
Activity 1.
Write the following words on the blackboard :
statue entertainment minority collection attraction
advanced rocket amusement ancient explore
Ask the students to write about their meanings and then one tells the class.
Activity 2.
T: Fill in the blanks with the correct form of the words.
Finish the part of Page 68.
Checking:
1. statue 2. explore 3. collection 4. rocket 5.amusement
6. advanced 7. attractions 8.ancient 9. entertainment 10.minorities
Activity 3.
Fill in the blanks of the following (suggested answers):
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun / thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
Step3 Grammar
Task Learn the use of –ing form as an adverbial.
Activity 1. Study the example:
He was ill and didn’t attend the meeting. →
Being ill, he didn’t attend the meeting.
Activity 2. Compare with another example:
After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →
Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.
Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.
Suggested answers for part1:
1. Hearing a sound, the baby stopped crying.
2. Living far from school, he is often late.
3. Having been told that her daughter got sick, she hurried to the school to take her home.
4. Cutting off the electricity quickly, he prevented an accident.
5. Having lived in the country for many years, she knows how to grow vegetables.
6. Not having received any news from home for a long time, she is becoming more and more homesick.
7. Having found that her handbag was missing, she went to the police for help.
8. Having won the game, all of them sang and danced all night.
Suggested answers for part2:
Notes:The –ing form is used to tell about the result or aim of the main character.
1. Jack and Jane have just returned from their trip to Walt Disney world, saying that they had a wonderful time.
2. Kids have great fun in this world-famous theme park, discovering many cartoon characters seen on TV.
3. He only paid half of the price for the seven-day ticket, having much saved.
4. Having worked as a guide in her part time for 2 months, Sandy has made enough money to buy a five-day ticket to three water parks. (as in Part1)
5. They went to visit Disney’s Animal Kingdom Theme Park right after breakfast, arriving at 9:00 .
6. Having heard there would be a magic show, Jim decided to visit the World of Magic Theme Park instead of Universal. (as in Part1)
Step4 Homework
Finish the word study and grammar part on the workbook.
Read more passages about theme parks.
Period 5 Integrating Skills
Goals:
1. Read through the text live to ride.
2. Understand “live to ride”.
3. Learn to write a description.
Step1 Warming up
Task 1 Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got
in hand.
Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers
Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3
Year Built: 1971 Top Speed: 37 MPH Elements:
Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0
Color: yellow G-Force: Other:
Comments: Operated at Dollywood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002.
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go ?
What about the top speed?
Are there any comments about it? … …
Step2 Reading
Task 1 Skimming
Question:
What attraction can be found important in theme parks?
→ Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question : What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威
Step3 Designing
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs much
more wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste like?
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6.Dr Wu replied to the invitation, .
Step6 Assessment
Students do individual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
五、课文语言点注释
*重点词汇和词组
1.attract , attraction
attract vt.吸引，引起（兴趣、注意）
attract sb. ; attract one’s attention / interest
attraction n.指吸引人的事物，吸引力，吸引
What are the chief attractions of tonight’s performance?
2. minority n.少数，少数民族
“少数”反义词: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少数派
We are in the minority. 我们是少数派 （多数人反对我们）
be in one’s minority 未成年
She is in her minority.
3. conversation 谈话
have a pleasant conversation with sb. 与某人谈得好
4. achievement (great success) 成就、成功、伟绩
His flying across the Pacific is a great achievement.
他的飞度太平洋之事是一大伟绩。
achieve vt. 完成、获得
achieve success获得成功, achieve victory 获得胜利
achieve one’s purpose 达到目的
5. motion
n.运动，动作 The ship was in motion. 那轮船在移动。
v. 运动
to motion to sb. 向某人点头或摇手示意
to motion sb. to a seat 以手示意某人坐下
6. imagination n. 想象（力）； 空想； 想象的事物
She has a very strong imagination.
imagine vt. 想象（其后加：名词、动名词、名词性从句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可数名词，意为“经历；经过的事”。如： I had an unusual experience last week.
experience 用作不可数名词，意为“经验”：
She has 20 years’ experience in teaching.
experience 用作及物动词，意为“经历，体验”：
Have you ever experience real hunger?
experienced 用作形容词，意为“有经验的”：
Beckham is an experienced football player.
8.have something to do with 与……有关
have nothing ( not much / a great deal) to do with… 与……没有关系( 与……关系不大; 与……关系很大)
9.be based on 以……为基础
Writing is based on words and sentences.
10.give sb.a thrill 使人激动,令人兴奋;令人毛骨悚然
thrill 可用作名词和动词
Her voice thrilled with joy. 她的声音因高兴而发抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 种种，许多
Iron had a variety of uses.
12.have sth. in common 有共同之处
The two countries have something in common.
**近义词辨析
1.amusement , entertainment
2.thrill , excite vt.
3.divide , separate
4.discover , invent
5. injure , hurt , wound6.darkness , dark
7.opportunity , chance
8.experience , skill
***难句理解
1. What they all have in common is having fun and experiencing something different.
这些公园所拥有的共同特点是让人们感到快乐与体验不同的东西。
What they all have in common是主语从句, 其后谓语动词用单数形式。
having fun and experiencing something different 作表语
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主题公园也尽力去做，使得来访者在离开时已对公园的良苦用心了解更多。
make sure 是“弄确定”意思。
Make sure that the lights have been turned off when you leave the room!
The train leaves at 5 o’clock, but you’d better make sure.
knowing more about the idea behind the park 是现在分词结构作结果状语，表达一定逻辑的结果。
而动词不定式作结果状语通常表达非逻辑的结果。请对比以下句子：
The little boy woke up, unluckily to find his books lost.
I got off the bus, only to find my pocket picked.
3.Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
在Headland玩了过山车后，游客们可以坐车直接到Lowland。
Having enjoyed the rides at the Headland为现在分词的完成式结构，表达主语的这一动作在下一动作前已经发生并完成，
特别强调前后动作在时间上的对比。这个结构可以转换为从句After they have enjoyed the rides at the headland,…
4. Entering one of the attractions at Universal Studios is like stepping into the world of your favourite film.
走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。
Entering one of the attractions at Universal Studios是动名词结构作主语；
stepping into the world of your favourite film是动名词结构作宾语。
动名词结构可以作主语、宾语、表语、状语、定语、独立成分和同位语等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures.
看来人们从这样的惊险赛车和刺激冒险活动中还得不到足够的满足。此处用It seemed that …句式更为正式。
seem的用法如下：
6.You can feel what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole.
你可以感觉到如同居住在太空、在海底行走或在北极和北极熊一同滑雪那样的情况。
feel后面跟了宾语从句what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole。
what it is like to do sth.表达事物情况如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
对于这种乐趣的唯一限制是惊险车乘的设计者的想象力。设计工作是无穷无尽的。
（这2句话表明一个事实：个人的想象力是有限的但又不断发展变化的，想象活动是无止境的，想象是创造的基础。）
此处limit作名词。The …limit of something / to something is ……也是一个常用句型。
****语法内容分析
现在分词作状语的用法
1、表示时间
Walking across the bridge, the painter made preparations for his painting. 走过桥时，这位画家在为他的画准备内容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.战士们听到外面的呼救声就冲出了房子。
3、表示状态
I was in the room watching TV when the earthquake happened.地震发生时我正在房间里看电视。
4、表示方式
The whale looks for food using sound waves. 鲸鱼通过声波寻找食物。
5、表示条件
Our class may go to the West Lake tomorrow, depending on the weather.
我们明天可以去西湖看看，那要看天气情况了。
6、表示结果
A lot of good soil has gone with the floods, leaving only sand. 许多泥土被水冲走了，仅仅留下了沙子。
　

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