句型教学

第一篇：句型教学

句型教学

一、先掌握答句。

1、示范教学，让孩子理解句子意思。A、放碟 B、图片 C、助教

2、设置情境，让孩子开口说。

3、游戏操练。

二、学习问句

1、以抛接球式：抛球者问，接球者答；

2、用其他素材扩展句型，如：教what’s your name？时，可分别指着Tony、Terry、Pad、Gogo 的图片提问作答；

3、让孩子practice with partner。

第二篇：There be 句型教学案例

There be 句型教学案例

一、教案背景

1.面向学生：中学 2.学科：英语 3.课时：1 3.学生课前准备：①预习单词和句型.②完成课后习题.二、教学课题

1、知识目标：

a）、学习掌握词汇：英语数字13-19及20-90；computer,dictionary,library,television picture.b)、掌握There is/are„句型的肯定句、否定句、一般疑问句及简略回答。

2、能力目标：

a)、能听懂和阅读包含there be句型的有关学校介绍的简短对话和短文。b)、能运用所学词汇和there be 句型来介绍自己的班级和学校。

3、情感目标：培养学生热爱学校，热爱自己家园的意识

三、教材分析

本课时主要学习there be句型及数字13-19及20-90这些数字,侧重听力,词汇和口语的相关训练。让学生能运用there be结构来描述教室内和学校内的事物，话题贴近学生的生活，新生对介绍学校也比较感兴趣。在设计本课时的同时，我制作了图片和课件，目的是让学生能直观，更容易理解和使用There be句型进行描述地点。激发他们热爱自己的班级和学校。教学重点：

（1）掌握词汇: computer ,library,dictionary，television,picture及有关教室和校内的单词。

（2）能听懂对话内容和运用There be句型描述学校及教室 教学难点：

there be 句型的理解和正确运用它的各种句式

五、教学过程

Step1.Warm－up（热身）

1.Greetings:The teacher greets the students.2.Listen to the English song《 Number Song》.if they know how to sing the song, they can sing.Ask the students if they like the song.They may answer:Yes,I like it very much.(设计意图：通过歌曲创造轻松愉快的学习氛围，让学生在听歌过程中去感受英文数字。)Step2.Lead-in Show the English numbers one to twelve on the screen.Review the words.T:We have learn the English numbers one to twelve.Do you remember them? Ss may answer:Yes.T:Ok.Now let’s count the numbers together.T and Ss:one ,two,there„

(设计意图：通过复习简单的数字入手，让学生在轻松愉快而且有节奏的数数中，体验学习的快乐，也为进一步学习数字打下基础。)Step3.Learn the English numbers 13-19 and 20-90.1.Show the English numbers 13-19 on the screen.T:Now let’s continue to learn the English numbers.Do you know these numbers? S:Yes.T:Let’s listen to the tape and read after it.T and S:thirteen fourteen fifteen„(repeat)T:We must pay attention to thirteen ,fifteen, eighteen.(T explain if there is necessary.)Now discuss:what rulescan you find from the numbers? S:Work in pairs 2.Ask some students to say out the rules.And then show the rules on the screen.3.Learn the numbers 20-90 in the same way.(同时强调英语几十几的表达法，并给出 example)4.Exercise:Match the words and the numbers.(设计意图:通过看单词并跟读，使学生对数字单词有初步的认识后又通过讨论寻找规律，加深印象，同时也培养了学生的合作探究能力。)Step4.Vocbulary and listening 1.教师出示几张幻灯片或图片，复习巩固有关教室内物品的单词。T：Do you know these thing? What’s this in English? S:It’s a/an„

引出新单词 dictionary、library、picture 等板书并教读单词,并学习他们的复数形式。

2.Show out a picture of a classroom,beside the picture ,there are some words they have learned just now.lead the Ss to make dialogues like this: A: What can you see in the classroom? B:I can see a television.A: How many desks are there in it? B:There is /are...A:Is/Are there(any)„in the classroom? B:Yes,there is /are.or No,there isn’t/aren’t.(设计意图:通过图片和单词的呈现，引导学生进行对话，引出there be 句型，让学生初步感知句型。)3.Point to some real things in the classroom and ask the students to practise the sentence with “there be”.T:How many desks in our classroom? S:There is /are„in our classroom.4.Show out these sentences on the screen.Ask S to read over the sentences together then work in pairs to find out the sentence structure: There is a computer on the desk.There are some computers on the desks.There isn’t a football in the classroom.There aren’t any footballs in the classroom.Is there a desk in our classroom? Yes,there is.No,there isn’t.Are there any desks in our classroom? Yes,there are.No,there aren’t.板书：there be 表示某地有某人/物（用is还是用are由后面的名词决定，即“就近原则”)a).肯定句：There is /are„ b).否定句：There isn’t/aren’t„

c).一般疑问句：Is/Are there(any)„及简略回答：Yes,there is/are.No,there isn’t/aren’t.d)some和any的区别：Some和any都是“一些，几个”的意思。some用于陈述句或肯定句；any用于否定句和疑问句，两者后都能接可数名词复数或不可数名词。(让学生做笔记。)5.为了加强理解语法Therebe句型,出示几张幻灯片或图片,抽学生提问，运用图片旁边的提示单词来问答: T:How many„„ are there in our classroom? S:There are....T:Are ther any...in our classroom? S:Yes,there are /No,there arent.T:Are there any computers on the desks? S:No,there aren’t.T:Are there any computers on the desk? S:Yes,there are.T:ls there a computer on the teachers desk? S:No there isnt.（设计意图:采用直观的教学法，在学生掌握单词的基础上，通过反复的操练句型，并让学生通过阅读含有there be的句子，讨论并归纳这一语法结构以加深理解并掌握这个句型。）Step5.Lintening 1.Show the pictures in the textbook.Picture 1 1.There are nine _________ in the classroom.2.There are seven __________ in the classroom.3.There is a ___________ on the teacher’s desk.4.There are some _________ on the students’ desks.Picture 2 1.There are ________ desks in the classroom.2.There are ________ chairs in it.3.There are two __________ on the desks.4.There is a ____________ on the wall.Picture 3 1.There are six ___________ on the desks.2.There are four in the classroom.2.Ask the s to look at the pictures then complete the sentences according to the pictures.3.Check the answers together.4.Listen and choose the correct picture.(设计意图:在这个环节里，通过结合图片设计一些含有there be句型的题目，让学生观察图片后完成句子，在对图片已经了解的情况下再进行听力练习，这样学生就不会觉得太难理解而放弃，同时既是对前面所学的知识的回顾，也是对后面的part8 and part9练习打下伏笔。)Step6.Listening and reading 1.Pre-listening Ask the students to read over the sentences in Activity4.Make sure the students get the meaning of them.2.While-listening.Students choose the correct answers.3.Listen again and check the answers.教师抽查学生听的情况，核对Activity4的答案。小组或班级评选谁是听力王，对学生听的表现及时评价。4.Listen and repeat.a.Students read after the tape then underline the sentences that with “there be”

b.Read over the sentences together.5.pair-work.Finish part8-9.Use “there be ”to make sentences or dialogue.(设计意图:在这个环节，侧重培养学生的听力能力和阅读能力，在听之前，先解释part 4的题目，这样学生就有侧重点的去听，提高听力效果。在理解短文内容的基础上，让学生学以致用，结合实际造句或编对话，激发学生学习的兴趣，并体验成功的喜悦。)Step7 Do some exercise 1.Ask S to choose the correct answers.1.There(is/are)water in the glass.2.(Is/Are)there two books and a pen on the desk? 3.There aren’t(some/ any)chairs for me.4.There are two(library/libraries)in our school.2.Correct the sentences.1.There is some photos on my desk.()A B C 2.Are there any foreign teacher in your school?()A B C 3.How many boys and girls is there in your class?()A B C 4.Where are my basketball?()A B C 5.I have two Chinese-English dictionary.()A B 再一次强调There be（is/are）句型，用is/are与挨着的名词保持一致，也就是“就近原则。

(设计意图:通过练习，巩固并检查学生掌握知识的情况，发现问题并及时改正。)Step8.Homework.1.用所给词的适当形式填空。

2.用there be句型来描述自己理想的房间

（设计意图:作业设计有适当的开放性，鼓励学生大胆的进行描述自己的理想房间，扩展他们的思维空间，并能寓教于乐。）

Step9.小结：Important and diffiult points.1.dictionary 复数 dictionaries 2.Library 复数 libraries 3.picture 同义词 photo 4.there be 句型表示某地有某物.结构: There is/are +某物/人(主语)+ 地点 Step10板书设计：（制成幻灯片）Important and diffiult points.1.dictionary 复数 dictionaries 2.Library 复数 libraries 3.picture 同义词 photo 4.there be 句型表示某地有某物.结构: There is/are +某物/人+ 地点

教学反思：本课是利用多媒体作辅助教学的，而且对教材也做了一定的整合，设计上思路非常明晰，由简单的数字入手，再到句型学习，层层递进，教师带领着学生一步一个脚印，完成一个个任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，听说读写有效的结合，有趣又实用，学生的参与非常热烈，达到了预期的效果。

第三篇：There_be句型教学案例

全国中小学“教学中的互联网搜索”优秀教学案例评选

教案设计

一：Teaching aims

1、knowledge aims：

a）get students to master and review some new and relative words,：computer, dictionary, television, picture.b)、master sentence pattern „There be‟.2、Ability and skill aims：

a)、Enable students to understand and reading some brief dialogues and short essay about their school which include sentence pattern „there be‟.b)、make sure that students can use the words and sentence pattern „there be‟ to introduce their own class or school.3、Moral culture aims: cultivate students to love their school and homeland.二、analysis of the textbook The main lesson learning is sentence pattern „there be‟, focus on listening, vocabulary and oral English training.Let the students can use there be to describe the structure of things in the classroom and the school.The topic close to student's life.At the same time, I made the courseware, and the purpose is to let students can easy to understand and use the sentence pattern “There be” to describe locations.What‟s more, inspire them to love their classes and schools.三、Teaching important points: 1.get students to master words：computer, dictionary, television, picture and some words about classrooms and schools.2.Enable students to understand dialogues and use “there be” to describe schools and classrooms.四、Teaching difficulty points:

Understand the sentence pattern “there be” and use it‟s various sentence types correctly.五、Teaching aids

Computer , PPt , picture , Communicative teaching method，blackboard.And Through the teacher-student interaction, student student interaction, group cooperative learning, to guide students to use the knowledge of the language to describe the places.六、Teaching Procedures

Step1.Warm－up 1.Greetings: The teacher greets the students.2.making dialogues with students: ask students which buildings or beautiful things they like best in the school and where they are.Step2.Lead-in 1.the teacher shows some pictures about the schools beautiful things.2.Review words about some things in the classroom.T：Do you know these things? What‟s this in English? S:It‟s a/an„

Step3.Leading new words: dictionary、television、picture etc, and learning it‟s plural forms.2.Show out a picture of a classroom, beside the picture ,there are some words

they have learned just now.lead the Ss to make dialogues like this: A: What can you see in the classroom? B:I can see a television.A: How many desks are there in it? B:There is /are...A:Is/Are there(any)„in the classroom? B:Yes,there is /are.or No, there isn‟t/ aren‟t.(设计意图:通过图片和单词的呈现，引导学生进行对话，引出there be 句型，让学生初步感知句型。)Step4.Point to some real things in the classroom and ask the students to practise

the sentence with “there be”.T:How many desks in our classroom? S:There is /are„in our classroom.Step5.Show out these sentences on the screen.Ask S to read over the sentences

together then work in pairs to find out the sentence structure:  There is a computer on the desk. There are some computers on the desks. There isn’t a football in the classroom. There aren’t any footballs in the classroom. Is there a desk in our classroom?  Yes,there is.No,there isn’t. Are there any desks in our classroom?  Yes,there are.No,there aren’t.Step6.In order to strengthen the understanding of the syntax There be pattern, show a few slides or picture, drawing students to answer questions, using the pictures to answer.T:How many„„ are there in our classroom? S:There are....T:Are ther any...in our classroom? S:Yes,there are /No,there arent.T:Are there any computers on the desks? S:No,there aren’t.T:Are there any computers on the desk? S:Yes,there are.T:ls there a computer on the teachers desk? S:No there isnt.（设计意图:采用直观的教学法，在学生掌握单词的基础上，通过反复的操练句型，并让学生通过阅读含有there be的句子，讨论并归纳这一语法结构以加深理解并掌握这个句型。）Step7.Lintening 1.Show the pictures in the textbook.Picture 1

1.There are nine _________ in the classroom.2.There are seven __________ in the classroom.3.There is a ___________ on the teacher’s desk.4.There are some _________ on the students’ desks.Picture 2 1.There are ________ desks in the classroom.2.There are ________ chairs in it.3.There are two __________

on the desks.4.There is a ____________ on the wall.g to the pictures.3.Check the answers together.Step8.Do some exercise 1.Ask S to choose the correct answers.1.There

(is/are)water in the glass.2.(Is/Are)there two books and a pen on the desk? 3.There aren’t

(some/ any)chairs for me.4.There are two

(library/libraries)in our school.2.true or false.2.Ask the s to look at the pictures then complete the sentences accordin1.There is some photos on my desk.()

2.Are there any foreign teacher in your school?()

3.How many boys and girls is there in your class?()

4.Where are

my basketball?（）

5.I have two Chinese-English dictionary.（）

Step9.Share a pithy formula about sentence pattern “there be”

表示存在用There be，句型特殊要牢记。先说“有”来后“某物”，“介词短语”“在某地”。三个部分紧相连，“疑”“否”“数”“列”都看be。某物名词若可数，单用单来复用复。不可数时用is，时态变化在于be。列举事物看首词，单单复复不须急。一般疑问be提前，否定not跟着be。英语汉语不相同，位置千万别错译 Step9.Homework.2.using sentence pattern “there be” to describe their imagine room and share with classmates next class.（设计意图:作业设计有适当的开放性，鼓励学生大胆的进行描述自己的理想房间，扩展他们的思维空间，并能寓教于乐。）Step10.summary：Important and difficult points.1.dictionary 复数 dictionaries 3.picture 同义词 photo 4.there be 句型表示某地有某物.structure: There is/are +某物/人(主语)+ 地点

七、The design of the blackboard: 板书：there be 表示某地有某人/物（用is还是用are由后面的名词决定，即“就近原则”)a).肯定句：There is /are„ b).否定句：There isn’t/aren’t„

c).一般疑问句：Is/Are there(any)„及简略回答：Yes,there is/are.No,there isn’t/aren’t.d)some和any的区别：Some和any都是“一些，几个”的意思。some用于陈述句或肯定句；any用于否定句和疑问句，两者后都能接可数名词复数或不可数名词。Teaching reflection:

第四篇：句型教学

句型教学

在进行句型教学时，教师必须把句型教学和言语技能训练相结合。语言是人类天生具有的一种本能，而言语具有社会性和思想性，不同的人会用不同的言语来表达自己的思想。弄懂了语言和言语的区别，就可以在句型教学时结合言语技能训练，让学生用正确的方式表达自己的思想。

一、以说为主，结合句型训练的方法

1．问答训练各种句型都可以通过言语问答对学生进行听说训练。问答的形式可以是机械性的问答训练，这种训练是让学生听懂问题后作省略回答。例：教师问学生：What’s your name？ What’s his name？ What’s her name？学生只要回答自己和他人的姓名就可以了。

也可以是扩展性的问答训练，即在机械训练的基础上通过理解和应用进一步提高学生的表达能力。为此教师可根据学生的实际情况提出问题让学生回答。例： Are you a pupil of Class Two？ No，I’m not．Which class are you in？I’m in Class Three？Are you new？

或者是反应性问答训练。用作这种训练的疑问句不但应该包括一般、特殊、选择和反意疑问句，也可以包括较难的，与汉语说法不同的各种疑问句。例： You are Wei Ming． Am I right？You are at home，aren’t you？Where are you now？And where’s your father？ Is he here？这种训练的目的在于培养学生听懂问题，并适时地回答问题的能力。在进行反应性问答训练时，教师要注意以下几点：

1）问题一般不宜过长，过难。

2）占用课堂教学的时间不宜过多，一次几分钟，关键在于多练，勤练，持之以恒。

3）教师在无需要学生作准备的情况下提问，以培养他们的英语表达能力。

4）要以正常或接近正常的语速来提问，可以先慢些，待学生习惯后适当加快速度。2．复述句子或段落，叙述或复述故事梗概，扩展性的叙述或复述，单一角色的叙述或复述，对话式的复述。

1）先用问答形式

2）在此基础上创设语言情景，以情景刺激学生的感官，让他们通过机械模仿→单元替换→理解运用三个步骤进行句型操练。

3）再在掌握课文的基础上根据教材内容进行朗读训练。

4）根据图片、投影片提供的情景要求学生作流畅叙述。

5）最后作提高练习。

3．看图说话

采用看图说话训练方法，教师在课前准备需充分，制作的图片要清晰，变换的内容要贴近小学生的实际，这样训练才能收到成效。

4．动作说明 这种方法对小学英语教材中的祈使句、现在进行时句式的教学比较适用，它们可以是描述别人的动作或自演自说。

5．以说为主操练句型的其他方法还有讲小故事，演示，即时口译等。

小学英语教材的内容浅，语言范围小，课堂教学一般以句型教学为主线展开，所以讲故事、演示和口译三种训练方法不经常用。但在指导小学生英语课外活动时，对提高他们的表达能力是有用的。

总之，以说为主结合句型来训练小学生言语技能的方法都应该根据教材及小学生的年龄、心理特征，把单一的、机械的、枯燥的言语训练，变为灵活多样的、趣味性强的、生动活泼的课堂训练形式。教师还应根据自己的所长，根据自己的教学对象来确定如何更好地采用各种训练方法。

二、以听为主，结合句型训练的方法

听与说是两种相辅相成的技能，以听为主结合句型训练的方法有听音模仿，听音答问，听音口译，听音默记，听音复述等方法。

1．利用已学句型教授新句型

利用已学句型教授新句型，容易把学生的注意力引向新句型的句子结构，同时能使学生较顺利掌握新句型，学会使用新句型。例：新授句型 There be

1）利用已学句型This is a book． It is on the desk．引出There is a book on the desk．让学生对照原句型对新句型的句子结构引起注意，并对新句子的意思有正确理解。

2）教师反复示范朗读新句型，让学生建立句子和理解的直接联系，然后让全班作机械仿说。

Teacher： There is a book on the desk．

Chorus： There is a book on the desk．

3）让学生作单项替换练习。学生基本掌握句型后，教师可不作示范，只说出关键词 a pen，或用出示实物，变换情景等方法来刺激视觉，让学生说出新句子。如用There is a pen/cake/bag/ pencil-box on the desk．作大量的替换操练。

4）在熟练掌握句型的基础上，教师可用实物、图片等，刺激视觉，让学生作多元变换操练。

5）学生可用学过的句型自由交谈，初步表达思想，进行一般交际运用。这一步开始时学生会觉困难，但只要教师善于引导，经常让学生这样做，可以提高他们的兴趣，培养他们的语言表达能力，起到温故而知新的作用。

2．结合实际，创设情景，教授新句型

句子是表达思想感情最基本的语言单位，教师必须让学生在实际情景中感知新句型，在实际情景中操练和巩固新句型。

句型教学在小学英语教学中占十分重要的位置，教师应掌握句型教学的基本步骤，即：句型的引出→句型的控制性操练→句型的巩固和运用。句型教学的方法很多，教师可在教学实践中不断总结经验，形成自己的教学特色。

第五篇：There be句型

There be句型

There be句型：是一常见的表示“存在”的句型。该结构不表示“存在”意义的现象又广见于书面语及口语，它以否定句的形式出现，用于对某一具体行为和抽象概念的否定。

There在此结构中是引导词，已经没有副词“那里”的含义。There be 后面的名词是句子的主语，属倒装结构；

1.There be 句型的否定句有两种构成方式，一种是将否定副词not放在be 之后，如：

There isn’t a box in the room.房间里没有盒子。There aren’t any pens on the desk.课桌上没有钢笔。There hasn’t been any rain for a week.一周没下雨了。There won’t be a meeting today.今天没有会议。另一种是在主语前加上不定代词no , 如：

There is no water in the bottle.瓶子里没有水。There are no pictures on the wall.墙上没有图画。

There will be no one at home tomorrow morning.明天上午不会有人在家。There might be no money left。或许没有剩下什么钱。

2.There be 句型的一般疑问句是将be 放在there 之前，回答时用yes或no，后接简单答语。如：

Is there a cake on the table?桌子上有块蛋糕吗？ Yes，there is./ No，there isn’t.是，有。/ 不，没有。Will there be a party tonight？今晚有聚会吗？

Yes，there will./ No, there won’t是的，有。/ 不，没有。

Have there been any letters from your mother lately?近日你妈妈有信来吗？ Yes，there have./ No, there haven’t.是，有的。/ 不，没有。

3.There be 句型的特殊疑问句主要有how many和how much做引导词两种情况： How many students are there in your school?你们学校有多少学生？ How much money is there in your pocket?你口袋里有多少钱? 4.There be 句型的反意疑问句

There is a cup on the table, isn’t there?桌子上有只杯子，是吗？ There is some orange in the glass, isn’t there?杯子里有桔汁，是吗? There are a lot of letters in the mailbox, aren’t there?邮筒里有很多信件，是吗？

There will be a new hospital nearby, won’t there?附近要建一家新医院，是吗? There be句型结构：

1、There be 句型中的be 应和其后出现的主语在数上一致，即“近主原则”，如：

There is a lamp on the table.There are some apples in the bowl.There are five books,two pens and a ruler in the school bag.There is a ruler,two pens and five books in the school bag.2、如果主语是复数名词，却表示一笔金额或一个总数或表达一个单个概念时，则仍用单数be形式，如：

There is five hundred dollars to pay.There is still another 20 miles to drive.There is duck and green vegetables for supper.3、There be 中的be 有时可以是lie,stand,used to be,seem to be,appear to be 等，如：

There lies a river to the south.There lived an old man in the small house.There stood a temple near the river.There used to be a castle at the foot of the hill.4、There is(was)+no +动词ing结构相当于It is(was)impossible to +动词原形，如：

There is no going home.回家是不可能了。There is no living with him.不能和他同住了。

There is no knowing what may happen.不可能知道会发生什么事。

和have的比较：

1.区别点：there be 意为存在，强调某地有某物，不表示所属关系；have 表示所有关系，强调某人或某地有某物，这是其基本用法。如： There are some trees in front of the house.房前有些树。Tom has many friends in China.汤姆在中国有许多朋友。

2.相同点：在表示结构上的含有时，既可以用there be 句型，也可以用have（has）来表示。如：

There are many long rivers in China./China has many long rivers.中国有许多长河。

How many days are there in March?/How many days has March?三月份有多少天？ 注意:

There与be中间可插入一些表推测的情态动词、表时态的短语和一些动词短语(如和将来时be going to will、现在完成时 havehas + pp.、used to结构等连用，注意其构成形式)。例如：

There must be a pen in the box.There happened to be some money in my pocket.There is going to be a meeting tonight.There has been a big tree on the top of the hill.There used to be a church across from the bank.There be + 主语 + doing +介词短语.例如： There is a truck collecting rubish outside.There is a wallet lying on the ground There be结构中的be动词的确定：

1.there be 结构中的谓语动词be在人称和数上应与其后的主语保持一致。主语是不可数名词或单数可数名词时用is，是复数时用are。如：

There is a flower in the bottle.瓶里有一朵花。

There is some money in the purse.钱包里有些钱。

2.若句子中有几个并列的主语时，be的形式要与离其最近的一个主语在人称和数上保持一致。如：

There is a boy, a girl and two women in the house.房子里有一个男孩，一个女孩和两个妇女。

There are ten students and a teacher in the office.办公室里有十个学生和一个教师。

3.另外，在陈述句中为了强调地点，也可将介词短语提到句首。如：

In the tree there are five birds.树上有五只鸟。

There be结构时态：1.There be 句型中动词be可以有一般现在时、一般过去时、将来时和完成时。

There is no harm in trying.不妨一试。

There were fabulous wildflowers in the hills last spring.去年春天，山中有极美的野花。

There will be a fine day tomorrow.明天将是一个晴天。

There have been several private schools in our area this year.今年，我们这里已经有好几所私立学校了。

2.There be 句型可以和各种助动词、情态动词连用。

There may be a cigarette in that box.那只盒子里或许有支香烟。There must be some cakes on the table.桌子上一定有些蛋糕。

There used to be a hospital there before the war.战前，那里曾经有家医院。

3.There be 句型也可以和这样一些的谓语动词连用：be going to、seem to、appear to、used to、be likely to、happen to „.There seem to be a few trees between me and the green.在我与草坪之间好像有一些树。

There is gong to be a meeting tonight.今天晚上有个会议。There is likely to be a storm.可能有一场暴雨。There happened to be a bus nearby.碰巧附近有辆公交车。

There appears to have been a nasty accident.似乎发生了一起严重事故。

4.there be 结构中除可以用be 外，还可以用其它动词。例如： There came a scent of lime-blossom.飘来一阵菩提树的花香。

Once upon a time there lived a king in China.从前中国有一个国王。非谓语动词形式：

There be 结构的非谓语动词形式是there to be 和there being 两种形式。在句中作主语、宾语和状语。

1.there being 结构起名词的作用，直接位于句首作主语，通常用it 作形式主语，并且用for引导。There being a bus stop near my house is a great advantage.我家旁边有个公共汽车站，很是方便。

It is impossible for there to be any more.不可能再有了。

2.there be 结构作宾语时，通常用there to be，常作这样一些词的宾语： expect，like, mean, intend, want,prefer,hate等。

I expect there to be no argument about this.我期望关于这件事不要再争吵了。

I should prefer there to be no discussion of my private affairs.我宁愿不要讨论我的私事。

People don’t want there to be another war.人们不希望再有战争了。另外，作介词宾语时，如果是介词for，只能用“there to be”其它介词用“there being”

The teacher was waiting for there to be complete silence.老师在等着大家都安静下来。

I never dreamed of there being any good chance for me.我做梦也没想到我会有好机会。

3.作状语的there be 形式，通常用“there being”结构。

There being nothing else to do ,we went home.因为没有其他事可做，我们就回家了。

They closed the door ,there being no customers.因为没有顾客，他们的店关门了。