Example sentences of "[that] [pers pn] [am/are] [adv] [verb] and " in BNC.

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1 I bear this in mind for my next visit and reflect that I am already learning and making mental notes about this hitherto unfished — by me at any rate — stretch of river .
2 ‘ Well , if you must know , that I 'm just waiting and hoping for the chance to marry you some day . ’
3 And there will be opportunities to apply for support from the British Film Institute and elsewhere erm in order that we can expand er what we 're doing in that area and I , I just wanted to let the board know about that and to say that erm er this is the route that I 'm currently taking and erm I will be reporting to them when there are specific developments and that I hope that you approve of er me attempting to expand our provision in this area .
4 The other thing to avoid is swaying backward and forward so that you are alternately bellowing and whispering , fading out or disappearing entirely at intervals like a badly tuned radio station !
5 The more care you have taken in your application , gathering background information , knowing what questions you want to ask , preparing yourself to counter any awkward questions , ensuring that you are suitably dressed and that you arrive unflustered in good time for your appointment , the less reason you will have to be nervous and the more confident you will feel .
6 Your line manager will ensure that you are fully trained and given the maximum encouragement to help you become effective .
7 The point I 'd like to make is that we 're here representing and a number of the parish councils in the Selby area .
8 It is unthinkable that we should be unconcerned about the difficulties that our disabled patients face : it is essential that we are better informed and respond to them more appropriately .
9 There would be erm the possibility of the unitary authorities themselves getting together to prepare joint structure plans , so in as , as , instead of having a joint authority with er members joining in , in one committee to oversee the preparation of the plan , there would be individual authorities er working to their own committees with members er operating separately , but preparing through that mechanism a joint structure plan and the third option would be for each authority itself to prepare a unitary development plan , incorporating both strategic policies and the sorts of policies that we are currently seeing and familiar with in local plans .
10 We in South Cambridgeshire feel from time to time sitting on the doorstep of a university city that we are often ignored and I 'm sure that that is a very fair criticism as far as our District Council is concerned .
11 No , he said : ‘ I was referring to the legacy of the recession that we are now curing and that has now hit every other nation in Europe . ’
12 The sums involved are potentially huge , and we are anxious that they are properly spent and that the reform programmes are in place .
13 The unspoken assumption which sustains these features is that they are easily defined and non-controversial , since all disputes were subject to Green 's gospel of duty , with its moral and being the classless ‘ common good ’ .
14 Barthes 's ‘ Introduction to the structural analysis of narrative ’ deals with more than one level of narrative , but presumes that they are hierarchically arranged and that , therefore , to a certain extent , they can be discussed separately .
15 The children become spoiled and materialistic in their attitudes and parents complain that they are so demanding and never satisfied .
16 so that they are fully trained and ready to handle the problems that might arise erm there is , however , cause for some er optimism and I refer specifically to the recreational page from the Estuaries Consultation Document from English Nature and in one of their er proposals and objectives they say encouraging self regulation and observance of Code of Practice by local clubs and groups to avoid clon conflict with and or disturbance to other users including nature conservation interests .
17 The teaching of rules , which are combinations of concepts , consists mainly of assisting the student to recall those involved , ensuring that they are fully understood and combined in the right order , and in providing the opportunities in clinical practice to apply them .
18 Again , the small size of many heavy mineral grains means that they are often overlooked and easily underestimated in transmitted light petrography of clastic rocks .
19 The technical goal is the construction of a critical apparatus which will not upset the underlying harmonious unity of the field , but simply authenticate the available empirical facts and ensure that they are correctly grouped and placed in proper relationship with each other .
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