Example sentences of "[verb] we [adv] [vb infin] [prep] the " in BNC.
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| 1 | Let us instead look at the point which is well beyond it , indeed completely over the score . |
| 2 | Let us now leap into the future , and look at the genes present then . |
| 3 | Let us now move from the instrumental scoring to the vocal , and to the récit by Hymen that opens the ballet . |
| 4 | In the light of high political intent and peasant sentiment , let us now return to the market town of Roslavl' and examine Party and urban reactions there in 1922 . |
| 5 | Let us now return to the question of assigning lexical units to lexemes . |
| 6 | Let us now return to the topic of " existence predicates " . |
| 7 | Observe the completely different effect produced by replacing the adjectives in ( 1 ) by the corresponding adverbs , as in : ( 28 ) Ellen shook the keys loosely muzak drives them madly And contrast the two sentences of ( 29 ) ( b ) : ( 29 ) ( a ) what did the new system do to the motors ? ( b ) the new system made the motors quieter the new system made the motors more quietly 5.4 Let us now return to the matter of the resultative nuance which can indeed be observed in all the examples we have given , reproducing the structural diagrams ( 21 ) and ( 22 ) to do so : ( 21 ) ( 22 ) If these diagrams represent the relations actually used in constructing such expressions , it follows that the entity of the noun phrase , as initially present to the mind of the speaker ( and to that of the listener in the final interpretative phase of comprehension ) lacks the property of the adjective since it is structurally separated from it ; however , since that property is expressed by an adjective , then ex hypothesi it will apply to the entity of the noun phrase when the construction is taken as a whole ; if not , then either the property would be expressed by an adverb , and apply to the verb , or the whole construction would be literally incoherent . |
| 8 | Let us now come to the second response , namely worship . |
| 9 | Bearing this in mind , let us now look at the low brace and try to create the low brace paddle stroke from first principles . |
| 10 | Let us now look at the primary task of enhancing classroom teachers ' understanding and skills through a joint problem-solving approach ; then study an example of group consultation in practice ; and finally consider the utilisation of sessions for basic training in consultation skills for designated specialists . |
| 11 | Let us now look at the molecular disk in detail and try to understand why the gas seems to be so different there . |
| 12 | Let us now look at the migrants more closely . |
| 13 | However , let us now turn to the Great Battle itself . |
| 14 | 3.4 Let us now turn to the postnominal attributive adjectives . |
| 15 | Let us then turn to the ordinary dealings of modern life ; and take an illustration from a corn-market in a country town , and let us assume for the sake of simplicity that all the corn in the market is of the same quality . |
| 16 | Let us therefore look at the only example of group improvisation in the five steps outlined by the ‘ Way West ’ project . |
| 17 | Let us therefore look at the salient issues more closely . |
| 18 | What restrictions did we additionally place on the articles ? |
| 19 | Why else do we frequently talk of the ‘ demographic trends ’ , implying that older people are a burden ? |
| 20 | Acid H C L and the standard alkali acid alkali reaction we use , what do we normally pick for the alkali ? |
| 21 | Why do we even come to the Netherlands ? |
| 22 | From the standpoint of ‘ experience and observation ’ , what do we actually know about the forces which one billiard ball transmits to another , when compelling it to move after a collision ? |
| 23 | What do we actually know about the achievements of girls in mathematics ? |
| 24 | Do we really care about the view . |