Example sentences of "that [pron] [adv] give " in BNC.

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1 But you know , what an awful Scotch thick-head I am , and that I never give up a thing , before I do not see the absolute impossibility . ’
2 I 'd like to think that I never give poor care to any patient for political reasons , ’ he mused somewhat pompously , ‘ but I 'm certainly not above giving extra good care to the wife of an important man like Bill ! ’
3 The football stable must be cleansed and further breakages of the law regarding payments will be dealt with in such a severe manner that I now give warning that clubs and players must not expect the slightest leniency …
4 So when , when do , the one , the one that you just give me , the
5 It is when you give of yourself that you truly give .
6 It is important moreover that one not give overtones to stories surrounding Jesus which they may in no way have carried .
7 Or , wh what that , that we just give out grants , and we 're not responsible how the money is spent .
8 As well as giving presents , let us make sure that we also give of our time and attention to those who care about us and our thanks to those who have given to us .
9 Well I make a proposal that we also give them notice that at the end of this year , we will not be prepared to continue the lease on the current licence .
10 The constructivist thesis , it is argued , is not relevant because mental representations have not been defined away and replaced by talk of actions : we still have to say how mental life as we know it to be , with the representational character that we naturally give to it , relates to neuronal life .
11 What organizing principles must the cells have so that they reliably give this pattern , even when the cells are rearranged and the length of the line varies ?
12 They do this because they are not as quick as the opposition and want to give themselves as much time as possible to play the ball , no matter that they also give the other player more time .
13 An important point to remember about EOG recordings made using EEG amplifiers is that they never give direct information about the direction of gaze — only changes in direction — and the rate at which the galvanometer pens return to the midline of the paper chart is determined by the time constant setting .
14 The second reason is that they always give us a packed lunch !
15 It is a prevalent source of distress to teachers that they are unable to ‘ be themselves ’ in school , and this is the reason that they often give for leaving , or wanting to leave , the profession .
16 You therefore need to press both management and your own representatives ( whether a trade union , staff committee or works council ) to make sure that they promptly give you adequate information about the progress of discussion .
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