高一Unit 22 A world of fun說課案
一、教材分析
1、教材內(nèi)容分析
在一定意義上，主題公園作為人類文明的一大體現(xiàn)，作為當今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可深度挖掘的教學主題。本單元圍繞a world of fun 這一主題開展聽、說、讀、寫多種教學活動。單元語言素材涉及過山車、蹦極運動、自由落體車、賽車等娛樂方式及各類主題公園內(nèi)容，具有典型的時代氣息，有利于學生了解生活、運動與休閑，了解中外文化，增強世界意識，有利于培養(yǎng)積極的生活態(tài)度。
Warming up以圖片形式引入本單元的話題之一：amusement parks；并通過情景對話，讓學生了解并交流個體在文中所列出5類活動方面的體驗、喜好及理由，以期擴展到其他活動內(nèi)容。
Listening提供一個會議事例：在我城市建一個主題公園的招標大會上，F(xiàn)un Fun Productions and Merry Rides Limited兩個不同特色公司的代表人發(fā)表演說表達各自優(yōu)勢以爭取承建權。在聽音之前需要作恰當?shù)膶�入，聽時做課文1、2部分，聽后獨立思考，再作小組討論：選擇哪一家公司作為承建商及相應的理由。這一話題很具有社會化特點，可適當對發(fā)展性觀點畫龍點睛。
Speaking緊緊圍繞“問路與指路”話題： 課內(nèi)提供一張公園平面圖，學生根據(jù)出發(fā)點和目的地的聯(lián)系進行有意義的對話實踐。Post-speaking內(nèi)容擴展至生活實際情況。
Reading是一篇介紹主題公園的說明文。它包括主題公園的定義、特點，描述the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主題公園；同時也引導學生了解和比較不同主題公園的特色，激發(fā)學生聯(lián)想主題公園的未來發(fā)展，鼓勵學生自行設計公園的主題活動，鼓勵學生積極想象、培養(yǎng)創(chuàng)新能力。
Language study要求學生掌握和運用相應的詞匯；了解分詞的意義，學習掌握現(xiàn)在分詞作狀語的用法，區(qū)別運用分詞的進行式作狀語與完成式作狀語結構。
Integrating skills閱讀部分以rides為主題內(nèi)容，鼓勵學生創(chuàng)造、現(xiàn)象。寫作部分主要引導學生寫好對事物的描述材料。
學生在本單元的學習過程中，除了增長語言知識、提高語言技能外，更要拓展文化視野，發(fā)展跨文化交際的意識和能力；并且結合個人經(jīng)驗充分體驗他人在個別主題活動方面的感受，加強合作意識、陶冶情操，提高自身素養(yǎng)。
2、教學重點、難點
1） 重點：
話題: Talking about amusement parks.
功能: Ways of giving directions.
Designing new things.
詞匯: 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
表達用語: 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…
語法: 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) 難點：
a.針對Reading的語篇分析。
b.動詞-ing結構作狀語的運用。
c.針對事物特點描述的寫作。
二、語篇分析
單元Reading 的Theme Parks是一篇介紹主題公園的說明文。它一共由4段組成，包括主題公園的定義、特點，針對the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主題公園的描述和對未來新興主題公園的展望；讓學生體會、概括主題公園為何如此受人們喜愛的事實理由。
1、編者意圖
引導學生了解主題公園及其他相關戶外活動，理解其主題內(nèi)涵；激發(fā)學生熱愛生活，積極進取，合作創(chuàng)新。
2、文章結構思路如下：
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、篇章結構圖示：

What is a theme park?

Examples:
Three parks What do people
Themes, attractions experience and learn?

Theme parks in the future
4、課文線索內(nèi)容復述如下：
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.http://www.dakao8.com/
5、德育滲透：
* All work and no play makes Jack a dull boy.
工作而無娛樂使人愚鈍。
* 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.
任何人都不應閉關自守，而應面向世界，以探索人們怎樣對付日新月異的事態(tài)發(fā)展。
* Never go to the forest if you are afraid of the wolf. (Lenin)
大膽的探索和體驗源自你的勇氣。（列寧）
6、寫作技巧
如何描寫事物？
關鍵：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、課時安排
Period 1 Warming up、 Listening
Period 2 Speaking
Period 3 Reading、Post-reading
Period 4 Language Study
Period 5 Integrating Skills

四、教學計劃
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 設計意圖：貼近生活，充滿幻想
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 ?
這是一個大話題，可集思廣益。
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.http://www.dakao8.com/
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 “l(fā)ive 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.
設計意圖：以生活實際例子為引導，可操作性強。
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
“科學的偉大進步源自于嶄新與大膽的想象力�！�
----- 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、補充材料 (Reference for teaching)
1、Bungee jumping
The Physics of Bungee Jumping
Bungee jumping is a sport where people attach themselves to a long strong cord, and jump off of high places such as bridges. There are many physics concepts in this sport. The physics of bungee jumping involves primarily the conversion of gravitational potential energy into the elastic energy of a stretched cord.
Since it\'s inception in the late 1980\'s, bungee has been and remains the biggest rush on the planet! It is still king of the adrenaline participatory sports.
2、A passage for reading:
3. \"Swimming in Clouds\"
By: Robert D. Conn II
I arrived at \"Skydive Chicago\" right on schedule. There were about 8 or 9 other people there in the hanger. I sat down on a picnic bench and watched the video that was playing. Across from me sat a guy alone. I asked him if he was nervous and he said no. I believed him as I wasn\'t feeling nervous and he seemed calm, and tired really. I suspect he was feeling the same thing I was……
Will you please answer the following questions!
1. How did the writer feel before the skydiving?
2. How did the others feel before the skydiving?
3. What did the learners do before their try?
4. How did the writer feel when he did the skydiving?
5. How did the writer feel after the skydiving? Why?
六、課文語言點注釋
*重點詞匯和詞組
1.attract , attraction
attract vt.吸引，引起（興趣、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.少數(shù)，少數(shù)民族
“少數(shù)”反義詞: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少數(shù)派
We are in the minority. 我們是少數(shù)派 （多數(shù)人反對我們）
be in one’s minority 未成年
She is in her minority.
3. conversation 談話
have a pleasant conversation with sb. 與某人談得好
4. achievement (great success) 成就、成功、偉績
His flying across the Pacific is a great achievement.
他的飛度太平洋之事是一大偉績。
achieve vt. 完成、獲得
achieve success獲得成功, achieve victory 獲得勝利
achieve one’s purpose 達到目的
5. motion
n.運動，動作
The ship was in motion. 那輪船在移動。
v. 運動
to motion to sb. 向某人點頭或搖手示意
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：名詞、動名詞、名詞性從句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可數(shù)名詞，意為“經(jīng)歷；經(jīng)過的事”。如：
I had an unusual experience last week.
experience 用作不可數(shù)名詞，意為“經(jīng)驗”：
She has 20 years’ experience in teaching.
experience 用作及物動詞，意為“經(jīng)歷，體驗”：
Have you ever experience real hunger?
experienced 用作形容詞，意為“有經(jīng)驗的”：http://www.dakao8.com/
Beckham is an experienced football player.
8.have something to do with 與……有關
have nothing ( not much / a great deal) to do with…
與……沒有關系( 與……關系不大; 與……關系很大)
9.be based on 以……為基礎
Writing is based on words and sentences.
10.give sb.a thrill 使人激動,令人興奮;令人毛骨悚然
thrill 可用作名詞和動詞
Her voice thrilled with joy. 她的聲音因高興而發(fā)抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 種種，許多
Iron had a variety of uses.
12.have sth. in common 有共同之處
The two countries have something in common.

**近義詞辨析
1.amusement , entertainment
2.thrill , excite vt.
3.divide , separate
4.discover , invent
5. injure , hurt , wound
6.darkness , dark
7.opportunity , chance
8.experience , skill
***難句理解
1. What they all have in common is having fun and experiencing something different.
這些公園所擁有的共同特點是讓人們感到快樂與體驗不同的東西。
What they all have in common是主語從句, 其后謂語動詞用單數(shù)形式。
having fun and experiencing something different 作表語
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主題公園也盡力去做，使得來訪者在離開時已對公園的良苦用心了解更多。
make sure 是“弄確定”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 是現(xiàn)在分詞結構作結果狀語，表達一定邏輯的結果。
而動詞不定式作結果狀語通常表達非邏輯的結果。請對比以下句子：
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玩了過山車后，游客們可以坐車直接到Lowland。
Having enjoyed the rides at the Headland為現(xiàn)在分詞的完成式結構，表達主語的這一動作在下一動作前已經(jīng)發(fā)生并完成，特別強調(diào)前后動作在時間上的對比。這個結構可以轉(zhuǎn)換為從句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.
走進Universal Studios其中一個吸引人的場地就象步入你最喜愛的電影中的一個畫面。
Entering one of the attractions at Universal Studios是動名詞結構作主語； stepping into the world of your favourite film是動名詞結構作賓語。
動名詞結構可以作主語、賓語、表語、狀語、定語、獨立成分和同位語等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures. 看來人們從這樣的驚險賽車和刺激冒險活動中還得不到足夠的滿足。此處用It seemed that …句式更為正式。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.
你可以感覺到如同居住在太空、在海底行走或在北極和北極熊一同滑雪那樣的情況。
feel后面跟了賓語從句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.表達事物情況如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
對于這種樂趣的唯一限制是驚險車乘的設計者的想象力。設計工作是無窮無盡的。（這2句話表明一個事實：個人的想象力是有限的但又不斷發(fā)展變化的，想象活動是無止境的，想象是創(chuàng)造的基礎。）
此處limit作名詞。
The …limit of something / to something is ……也是一個常用句型。
****語法內(nèi)容分析
現(xiàn)在分詞作狀語的用法
1、表示時間
Walking across the bridge, the painter made preparations for his painting.
走過橋時，這位畫家在為他的畫準備內(nèi)容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.
戰(zhàn)士們聽到外面的呼救聲就沖出了房子。
3、表示狀態(tài)
I was in the room watching TV when the earthquake happened.
地震發(fā)生時我正在房間里看電視。
4、表示方式
The whale looks for food using sound waves.
鯨魚通過聲波尋找食物。
5、表示條件
Our class may go to the West Lake tomorrow, depending on the weather.
我們明天可以去西湖看看，那要看天氣情況了。
6、表示結果
A lot of good soil has gone with the floods, leaving only sand.
許多泥土被水沖走了，僅僅留下了沙子。
七、相關教學資源
1、香港海洋公園
香港海洋公園是世界最大的海洋公園之一，占地170英畝。公園建筑分布于南朗山上及黃竹坑谷地。山上以海洋館、海洋劇場、海濤館、機動游戲為主。山下則有水上樂園、花園劇場、金魚館及仿照歷代文物所建的集古村，仿中國宮廷建筑，村內(nèi)有亭臺樓閣、廟宇街景，反映中國歷史風貌，使中國古代街景重現(xiàn)，并有民間藝術表演。由中央政府贈送的大熊貓安安和佳佳，于1999年首次公開免費讓市民參觀。往來于園內(nèi)各地，可乘架空吊車或電動扶梯。
　　游海洋公園的必到熱點是海洋館，飼有超過2600條分屬200多種類的熱帶魚。館分四層，全部玻璃屏帳，令游客仿佛置身海底，觀看印度太平洋珊瑚礁的瑰麗景色。 瘋狂過山車是全香港最長的過山車。它的極速與刺激的雙環(huán)回旋設計，保證給你一個驚心動魄的旅程。利用登山纜車往返山上山下，偷得浮生，靜心欣賞南中國海的宜人景色。
千萬不要忘了去海洋劇場，海豚和海獅的聰明才智，會令您贊嘆不已。仿照北京故宮建成的金魚大觀園，展出過百條金魚，當中不乏海洋公園獨有的稀有品種。 公園內(nèi)還有各項小丑以及街頭表演。在星期六、日以及公眾假日更有不同主題的樂隊表演。
為了增加對市民和游客的吸引力，并應付迪斯尼樂園的挑戰(zhàn)，香港海洋公園耗資2900萬元建成的速降機7月21日正式面世。該座速降機時速高達45英里，是世界上首座雙塔式“跳樓機”(free fall ride)。
“跳樓機”高60米，相當于20層樓高，每次可搭載12人，游客首先緩緩被拉上塔頂，在高空逗留數(shù)秒鐘后，“跳樓機”突然墮下，以極高速度急降地面，整個旅程約需1分鐘。
2、北京世界公園
北京世界公園通過世界五大洲近百個名勝古跡的微縮景觀和多采的活動內(nèi)容，向游客展示了世界各國的建筑、雕塑、繪畫、音樂、舞蹈、服飾和餐飲文化。游客在輕松愉快的參觀游覽過程中能得到豐富的文化享受。
北京世界公園自建園以來，受到了黨和國家領導人的親切關懷。江澤民、李鵬同志親臨公園視察，并參加建園的勞動。
3、有關信息網(wǎng)站
disney.go.com
www.skydivewww.com
www.beijingworld park.com
www.centurypark.com.cn
www.vugames.com
www.bungeeamerica.com “If you can dream it, we can do it!”
www.hkline.com Something about the Ocean Park.