第一篇：句型教學

句型教學

一、先掌握答句。

1、示范教學，讓孩子理解句子意思。A、放碟 B、圖片 C、助教

2、設置情境，讓孩子開口說。

3、游戲操練。

二、學習問句

1、以拋接球式：拋球者問，接球者答；

2、用其他素材擴展句型，如：教what’s your name？時，可分別指著Tony、Terry、Pad、Gogo 的圖片提問作答；

3、讓孩子practice with partner。

第二篇：There be 句型教學案例

There be 句型教學案例

一、教案背景

1.面向學生：中學 2.學科：英語 3.課時：1 3.學生課前準備：①預習單詞和句型.②完成課后習題.二、教學課題

1、知識目標：

a）、學習掌握詞匯：英語數字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、一般疑問句及簡略回答。

2、能力目標：

a)、能聽懂和閱讀包含there be句型的有關學校介紹的簡短對話和短文。b)、能運用所學詞匯和there be 句型來介紹自己的班級和學校。

3、情感目標：培養學生熱愛學校，熱愛自己家園的意識

三、教材分析

本課時主要學習there be句型及數字13-19及20-90這些數字,側重聽力,詞匯和口語的相關訓練。讓學生能運用there be結構來描述教室內和學校內的事物，話題貼近學生的生活，新生對介紹學校也比較感興趣。在設計本課時的同時，我制作了圖片和課件，目的是讓學生能直觀，更容易理解和使用There be句型進行描述地點。激發他們熱愛自己的班級和學校。教學重點：

（1）掌握詞匯: computer ,library,dictionary，television,picture及有關教室和校內的單詞。

（2）能聽懂對話內容和運用There be句型描述學校及教室 教學難點：

there be 句型的理解和正確運用它的各種句式

五、教學過程

Step1.Warm－up（熱身）

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.(設計意圖：通過歌曲創造輕松愉快的學習氛圍，讓學生在聽歌過程中去感受英文數字。)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?

(設計意圖：通過復習簡單的數字入手，讓學生在輕松愉快而且有節奏的數數中，體驗學習的快樂，也為進一步學習數字打下基礎。)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.(同時強調英語幾十幾的表達法，并給出 example)4.Exercise:Match the words and the numbers.(設計意圖:通過看單詞并跟讀，使學生對數字單詞有初步的認識后又通過討論尋找規律，加深印象，同時也培養了學生的合作探究能力。)Step4.Vocbulary and listening 1.教師出示幾張幻燈片或圖片，復習鞏固有關教室內物品的單詞。T：Do you know these thing? What’s this in English? S:It’s a/an?

引出新單詞 dictionary、library、picture 等板書并教讀單詞,并學習他們的復數形式。

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.(設計意圖:通過圖片和單詞的呈現，引導學生進行對話，引出there be 句型，讓學生初步感知句型。)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.板書：there be 表示某地有某人/物（用is還是用are由后面的名詞決定，即“就近原則”)a).肯定句：There is /are? b).否定句：There isn’t/aren’t?

c).一般疑問句：Is/Are there(any)?及簡略回答：Yes,there is/are.No,there isn’t/aren’t.d)some和any的區別：Some和any都是“一些，幾個”的意思。some用于陳述句或肯定句；any用于否定句和疑問句，兩者后都能接可數名詞復數或不可數名詞。(讓學生做筆記。)5.為了加強理解語法Therebe句型,出示幾張幻燈片或圖片,抽學生提問，運用圖片旁邊的提示單詞來問答: 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.（設計意圖:采用直觀的教學法，在學生掌握單詞的基礎上，通過反復的操練句型，并讓學生通過閱讀含有there be的句子，討論并歸納這一語法結構以加深理解并掌握這個句型。）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.(設計意圖:在這個環節里，通過結合圖片設計一些含有there be句型的題目，讓學生觀察圖片后完成句子，在對圖片已經了解的情況下再進行聽力練習，這樣學生就不會覺得太難理解而放棄，同時既是對前面所學的知識的回顧，也是對后面的part8 and part9練習打下伏筆。)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.教師抽查學生聽的情況，核對Activity4的答案。小組或班級評選誰是聽力王，對學生聽的表現及時評價。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.(設計意圖:在這個環節，側重培養學生的聽力能力和閱讀能力，在聽之前，先解釋part 4的題目，這樣學生就有側重點的去聽，提高聽力效果。在理解短文內容的基礎上，讓學生學以致用，結合實際造句或編對話，激發學生學習的興趣，并體驗成功的喜悅。)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 再一次強調There be（is/are）句型，用is/are與挨著的名詞保持一致，也就是“就近原則。

(設計意圖:通過練習，鞏固并檢查學生掌握知識的情況，發現問題并及時改正。)Step8.Homework.1.用所給詞的適當形式填空。

2.用there be句型來描述自己理想的房間

（設計意圖:作業設計有適當的開放性，鼓勵學生大膽的進行描述自己的理想房間，擴展他們的思維空間，并能寓教于樂。）

Step9.小結：Important and diffiult points.1.dictionary 復數 dictionaries 2.Library 復數 libraries 3.picture 同義詞 photo 4.there be 句型表示某地有某物.結構: There is/are +某物/人(主語)+ 地點 Step10板書設計：（制成幻燈片）Important and diffiult points.1.dictionary 復數 dictionaries 2.Library 復數 libraries 3.picture 同義詞 photo 4.there be 句型表示某地有某物.結構: There is/are +某物/人+ 地點

教學反思：本課是利用多媒體作輔助教學的，而且對教材也做了一定的整合，設計上思路非常明晰，由簡單的數字入手，再到句型學習，層層遞進，教師帶領著學生一步一個腳印，完成一個個任務，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，聽說讀寫有效的結合，有趣又實用，學生的參與非常熱烈，達到了預期的效果。

第三篇：There_be句型教學案例

全國中小學“教學中的互聯網搜索”優秀教學案例評選

教案設計

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.(設計意圖:通過圖片和單詞的呈現，引導學生進行對話，引出there be 句型，讓學生初步感知句型。)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.（設計意圖:采用直觀的教學法，在學生掌握單詞的基礎上，通過反復的操練句型，并讓學生通過閱讀含有there be的句子，討論并歸納這一語法結構以加深理解并掌握這個句型。）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，句型特殊要牢記。先說“有”來后“某物”，“介詞短語”“在某地”。三個部分緊相連，“疑”“否”“數”“列”都看be。某物名詞若可數，單用單來復用復。不可數時用is，時態變化在于be。列舉事物看首詞，單單復復不須急。一般疑問be提前，否定not跟著be。英語漢語不相同，位置千萬別錯譯 Step9.Homework.2.using sentence pattern “there be” to describe their imagine room and share with classmates next class.（設計意圖:作業設計有適當的開放性，鼓勵學生大膽的進行描述自己的理想房間，擴展他們的思維空間，并能寓教于樂。）Step10.summary：Important and difficult points.1.dictionary 復數 dictionaries 3.picture 同義詞 photo 4.there be 句型表示某地有某物.structure: There is/are +某物/人(主語)+ 地點

七、The design of the blackboard: 板書：there be 表示某地有某人/物（用is還是用are由后面的名詞決定，即“就近原則”)a).肯定句：There is /are? b).否定句：There isn’t/aren’t?

c).一般疑問句：Is/Are there(any)?及簡略回答：Yes,there is/are.No,there isn’t/aren’t.d)some和any的區別：Some和any都是“一些，幾個”的意思。some用于陳述句或肯定句；any用于否定句和疑問句，兩者后都能接可數名詞復數或不可數名詞。Teaching reflection:

第四篇：句型教學

句型教學

在進行句型教學時，教師必須把句型教學和言語技能訓練相結合。語言是人類天生具有的一種本能，而言語具有社會性和思想性，不同的人會用不同的言語來表達自己的思想。弄懂了語言和言語的區別，就可以在句型教學時結合言語技能訓練，讓學生用正確的方式表達自己的思想。

一、以說為主，結合句型訓練的方法

1．問答訓練各種句型都可以通過言語問答對學生進行聽說訓練。問答的形式可以是機械性的問答訓練，這種訓練是讓學生聽懂問題后作省略回答。例：教師問學生：What’s your name？ What’s his name？ What’s her name？學生只要回答自己和他人的姓名就可以了。

也可以是擴展性的問答訓練，即在機械訓練的基礎上通過理解和應用進一步提高學生的表達能力。為此教師可根據學生的實際情況提出問題讓學生回答。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？

或者是反應性問答訓練。用作這種訓練的疑問句不但應該包括一般、特殊、選擇和反意疑問句，也可以包括較難的，與漢語說法不同的各種疑問句。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？這種訓練的目的在于培養學生聽懂問題，并適時地回答問題的能力。在進行反應性問答訓練時，教師要注意以下幾點：

1）問題一般不宜過長，過難。

2）占用課堂教學的時間不宜過多，一次幾分鐘，關鍵在于多練，勤練，持之以恒。

3）教師在無需要學生作準備的情況下提問，以培養他們的英語表達能力。

4）要以正常或接近正常的語速來提問，可以先慢些，待學生習慣后適當加快速度。2．復述句子或段落，敘述或復述故事梗概，擴展性的敘述或復述，單一角色的敘述或復述，對話式的復述。

1）先用問答形式

2）在此基礎上創設語言情景，以情景刺激學生的感官，讓他們通過機械模仿→單元替換→理解運用三個步驟進行句型操練。

3）再在掌握課文的基礎上根據教材內容進行朗讀訓練。

4）根據圖片、投影片提供的情景要求學生作流暢敘述。

5）最后作提高練習。

3．看圖說話

采用看圖說話訓練方法，教師在課前準備需充分，制作的圖片要清晰，變換的內容要貼近小學生的實際，這樣訓練才能收到成效。

4．動作說明 這種方法對小學英語教材中的祈使句、現在進行時句式的教學比較適用，它們可以是描述別人的動作或自演自說。

5．以說為主操練句型的其他方法還有講小故事，演示，即時口譯等。

小學英語教材的內容淺，語言范圍小，課堂教學一般以句型教學為主線展開，所以講故事、演示和口譯三種訓練方法不經常用。但在指導小學生英語課外活動時，對提高他們的表達能力是有用的。

總之，以說為主結合句型來訓練小學生言語技能的方法都應該根據教材及小學生的年齡、心理特征，把單一的、機械的、枯燥的言語訓練，變為靈活多樣的、趣味性強的、生動活潑的課堂訓練形式。教師還應根據自己的所長，根據自己的教學對象來確定如何更好地采用各種訓練方法。

二、以聽為主，結合句型訓練的方法

聽與說是兩種相輔相成的技能，以聽為主結合句型訓練的方法有聽音模仿，聽音答問，聽音口譯，聽音默記，聽音復述等方法。

1．利用已學句型教授新句型

利用已學句型教授新句型，容易把學生的注意力引向新句型的句子結構，同時能使學生較順利掌握新句型，學會使用新句型。例：新授句型 There be

1）利用已學句型This is a book． It is on the desk．引出There is a book on the desk．讓學生對照原句型對新句型的句子結構引起注意，并對新句子的意思有正確理解。

2）教師反復示范朗讀新句型，讓學生建立句子和理解的直接聯系，然后讓全班作機械仿說。

Teacher： There is a book on the desk．

Chorus： There is a book on the desk．

3）讓學生作單項替換練習。學生基本掌握句型后，教師可不作示范，只說出關鍵詞 a pen，或用出示實物，變換情景等方法來刺激視覺，讓學生說出新句子。如用There is a pen/cake/bag/ pencil-box on the desk．作大量的替換操練。

4）在熟練掌握句型的基礎上，教師可用實物、圖片等，刺激視覺，讓學生作多元變換操練。

5）學生可用學過的句型自由交談，初步表達思想，進行一般交際運用。這一步開始時學生會覺困難，但只要教師善于引導，經常讓學生這樣做，可以提高他們的興趣，培養他們的語言表達能力，起到溫故而知新的作用。

2．結合實際，創設情景，教授新句型

句子是表達思想感情最基本的語言單位，教師必須讓學生在實際情景中感知新句型，在實際情景中操練和鞏固新句型。

句型教學在小學英語教學中占十分重要的位置，教師應掌握句型教學的基本步驟，即：句型的引出→句型的控制性操練→句型的鞏固和運用。句型教學的方法很多，教師可在教學實踐中不斷總結經驗，形成自己的教學特色。

第五篇：There be句型

There be句型

There be句型：是一常見的表示“存在”的句型。該結構不表示“存在”意義的現象又廣見于書面語及口語，它以否定句的形式出現，用于對某一具體行為和抽象概念的否定。

There在此結構中是引導詞，已經沒有副詞“那里”的含義。There be 后面的名詞是句子的主語，屬倒裝結構；

1.There be 句型的否定句有兩種構成方式，一種是將否定副詞not放在be 之后，如：

There isn’t a box in the room.房間里沒有盒子。There aren’t any pens on the desk.課桌上沒有鋼筆。There hasn’t been any rain for a week.一周沒下雨了。There won’t be a meeting today.今天沒有會議。另一種是在主語前加上不定代詞no , 如：

There is no water in the bottle.瓶子里沒有水。There are no pictures on the wall.墻上沒有圖畫。

There will be no one at home tomorrow morning.明天上午不會有人在家。There might be no money left。或許沒有剩下什么錢。

2.There be 句型的一般疑問句是將be 放在there 之前，回答時用yes或no，后接簡單答語。如：

Is there a cake on the table?桌子上有塊蛋糕嗎？ Yes，there is./ No，there isn’t.是，有。/ 不，沒有。Will there be a party tonight？今晚有聚會嗎？

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

Have there been any letters from your mother lately?近日你媽媽有信來嗎？ Yes，there have./ No, there haven’t.是，有的。/ 不，沒有。

3.There be 句型的特殊疑問句主要有how many和how much做引導詞兩種情況： How many students are there in your school?你們學校有多少學生？ How much money is there in your pocket?你口袋里有多少錢? 4.There be 句型的反意疑問句

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

There will be a new hospital nearby, won’t there?附近要建一家新醫院，是嗎? There be句型結構：

1、There be 句型中的be 應和其后出現的主語在數上一致，即“近主原則”，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、如果主語是復數名詞，卻表示一筆金額或一個總數或表達一個單個概念時，則仍用單數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 有時可以是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 +動詞ing結構相當于It is(was)impossible to +動詞原形，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.不可能知道會發生什么事。

和have的比較：

1.區別點：there be 意為存在，強調某地有某物，不表示所屬關系；have 表示所有關系，強調某人或某地有某物，這是其基本用法。如： There are some trees in front of the house.房前有些樹。Tom has many friends in China.湯姆在中國有許多朋友。

2.相同點：在表示結構上的含有時，既可以用there be 句型，也可以用have（has）來表示。如：

There are many long rivers in China./China has many long rivers.中國有許多長河。

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

There與be中間可插入一些表推測的情態動詞、表時態的短語和一些動詞短語(如和將來時be going to will、現在完成時 havehas + pp.、used to結構等連用，注意其構成形式)。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 + 主語 + doing +介詞短語.例如： There is a truck collecting rubish outside.There is a wallet lying on the ground There be結構中的be動詞的確定：

1.there be 結構中的謂語動詞be在人稱和數上應與其后的主語保持一致。主語是不可數名詞或單數可數名詞時用is，是復數時用are。如：

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

There is some money in the purse.錢包里有些錢。

2.若句子中有幾個并列的主語時，be的形式要與離其最近的一個主語在人稱和數上保持一致。如：

There is a boy, a girl and two women in the house.房子里有一個男孩，一個女孩和兩個婦女。

There are ten students and a teacher in the office.辦公室里有十個學生和一個教師。

3.另外，在陳述句中為了強調地點，也可將介詞短語提到句首。如：

In the tree there are five birds.樹上有五只鳥。

There be結構時態：1.There be 句型中動詞be可以有一般現在時、一般過去時、將來時和完成時。

There is no harm in trying.不妨一試。

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

There will be a fine day tomorrow.明天將是一個晴天。

There have been several private schools in our area this year.今年，我們這里已經有好幾所私立學校了。

2.There be 句型可以和各種助動詞、情態動詞連用。

There may be a cigarette in that box.那只盒子里或許有支香煙。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.戰前，那里曾經有家醫院。

3.There be 句型也可以和這樣一些的謂語動詞連用：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.在我與草坪之間好像有一些樹。

There is gong to be a meeting tonight.今天晚上有個會議。There is likely to be a storm.可能有一場暴雨。There happened to be a bus nearby.碰巧附近有輛公交車。

There appears to have been a nasty accident.似乎發生了一起嚴重事故。

4.there be 結構中除可以用be 外，還可以用其它動詞。例如： There came a scent of lime-blossom.飄來一陣菩提樹的花香。

Once upon a time there lived a king in China.從前中國有一個國王。非謂語動詞形式：

There be 結構的非謂語動詞形式是there to be 和there being 兩種形式。在句中作主語、賓語和狀語。

1.there being 結構起名詞的作用，直接位于句首作主語，通常用it 作形式主語，并且用for引導。There being a bus stop near my house is a great advantage.我家旁邊有個公共汽車站，很是方便。

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

2.there be 結構作賓語時，通常用there to be，常作這樣一些詞的賓語： expect，like, mean, intend, want,prefer,hate等。

I expect there to be no argument about this.我期望關于這件事不要再爭吵了。

I should prefer there to be no discussion of my private affairs.我寧愿不要討論我的私事。

People don’t want there to be another war.人們不希望再有戰爭了。另外，作介詞賓語時，如果是介詞for，只能用“there to be”其它介詞用“there being”

The teacher was waiting for there to be complete silence.老師在等著大家都安靜下來。

I never dreamed of there being any good chance for me.我做夢也沒想到我會有好機會。

3.作狀語的there be 形式，通常用“there being”結構。

There being nothing else to do ,we went home.因為沒有其他事可做，我們就回家了。

They closed the door ,there being no customers.因為沒有顧客，他們的店關門了。