Example sentences of "[adv] [pron] [modal v] [vb infin] [adv] what " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Perhaps I shall find out what they mean , thought Grainne , moving on . |
| 2 | Mind you , he did n't force me , but I knew that even successful businessmen asked his advice , so perhaps I might find out what this study of how to work was all about . |
| 3 | I keep mine on me earphones so I can hear exactly what everyone 's saying . |
| 4 | ‘ But I do know that the Gruagach have only one use for Humans and if you stay here long enough you 'll find out what that is . |
| 5 | Your GP is an expert in health care — but only you will know exactly what and how you feel . |
| 6 | Your GP is an expert in health care — but only you will know exactly what and how you feel . |
| 7 | It might have continued like this indefinitely if I had n't picked up a copy of the Kensington News , a paper Daphne took so she could find out what was showing at the local picture house . |
| 8 | So you can hear mostly what I 'm saying |
| 9 | So one may experience variously what may be called ‘ Radio 2–1970s-disco-feel ’ music , or heavy rock , or traditional hymnody , or 1960s jazz-band music . |
| 10 | I 've asked them as well and this might take them into the second week er to start with their pupils process on a Wednesday morning whereby in each classroom there would be a me master year plan even if it means they have to buy four and divide it up but I su I suggest that I would do something , you know , produce one and on that they will write pertinent to the the form to the form er and continue to add on that over , you know as and when it 's relevant er , dates for completion of course work , it might be module testing etcetera and I 'm going to ask at briefing that any anything that a teacher has put down for children , it might be just you know Mi Mr x's group is mentioned at briefing so they can write down what 's pertinent to them and therefore |
| 11 | For the rest it 's just like English numbers they say So hands up who can work out what twenty three will be . |
| 12 | For reasons like these , it would seem a dangerous policy to ignore the processing of non-words entirely in one 's theorising about the organisation of the mental lexicon ; hence we must consider now what the mechanisms might be that people use when processing non-lexical verbal stimuli ( spoken or written non-words ) . |
| 13 | Now I 'll find out what is really worrying Washington . |
| 14 | Now you can see just what I say . |
| 15 | Now one can say well what are we aiming for in terms of the sexual harassment free environment , and I think that what one would be aiming for is if not the atmosphere of a girls ' convent school one 's certainly aiming at an environment where women can work and study and interact without the sense of being constantly on display as sexual objects , and , you know , to that extent I do n't know if it is the case that a large number of the respondents are saying , you know , ‘ I have come from an environment when I have n't had to deal with this before , and I do n't expect to have to deal with it ’ then we should certainly sit up and take notice of that . |
| 16 | Despite the possibility of infinite variation in detail and in method , those who teach in school have to admit that realistically they will teach broadly what is required , either by employers or by the universities themselves . |
| 17 | At somewhat higher Rayleigh number theory still provides much understanding of the observations , but the experiments are less peripheral ; e.g. they may indicate just what flow patterns should be included in the theoretical analysis . |
| 18 | Cos if you g if anybody go down there now they could see where what we call the Pier Head , so ships had to go up there and turn in to the lock gate . |
| 19 | Well I 'll find out what she 's doing |
| 20 | If she can get that out of here they could find out what 's wrong with her , but it wo n't come . |
| 21 | You can have a shot at red , you can do that , then I will do exactly what I did just now . |
| 22 | Then you 'll find out what you want to know . ’ |
| 23 | Then you can pick out what you 'd like to see in more detail another time . |
| 24 | Then you can work out what to do next . |
| 25 | It 's a good way to do it to if you think , Oh I ca n't really handle this going on here , put all your noughts on and then you can work out what they come to . |
| 26 | and what was taken away when , when he did break the rule , then you can work out what Jesus brought back |
| 27 | But , to be honest , Mildred felt that there had been quite enough animal enchantments in the school to last a lifetime , and it seemed a less desperate measure to do a nice , straightforward kidnap where at least you could see exactly what was happening . |
| 28 | ‘ Maybe we 'll find out what it is if he goes to the hospital with us , ’ said David thoughtfully . |
| 29 | ‘ Let's get back into familiar territory , then we can think up what to do next . ’ |
| 30 | And then we can work out what on earth X to the nought point six means . |