Example sentences of "in this [noun] be that [noun pl] " in BNC.
Next page| No | Sentence |
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| 1 | Where the vendor was attempting to define quality , a common restriction included in conveyances earlier in this century was that houses must cost not less than , say , £1000 . |
| 2 | The argument developed in this chapter is that teachers can ill afford to take this blinkered attitude towards LMS , even if in doing so they appear to be adopting a coping strategy that enables them to focus on those aspects of their work that they see as most important . |
| 3 | Perhaps the most important consequence of what has been described in this chapter is that learners of English must be made very clearly aware of the problems that they will meet in listening to colloquial , connected speech . |
| 4 | What was interesting in this study was that subjects ' eye movements showed that they looked longer and more frequently at syntactic errors even when they did not actually report the errors . |
| 5 | A critical difference in this study was that subjects simply sat and watched the slides while physiological measures were recorded , a similar procedure to one used recently by Heuer and Reisberg ( 1990 ) . |
| 6 | The simplest account for the relationship between risk and recall in this study was that subjects recalled the risky situations because they knew it was an experiment about risk , this knowledge could have affected their performance both at encoding and at retrieval . |
| 7 | Another point that some have raised in this connection is that animals can not — or do not — lie when using their communication systems . |
| 8 | What you , what they do n't realize in this paper is that Spurs have got about three games down on everyone else . |
| 9 | What has emerged from the studies examined in this paper is that workers are forced to take up an unsophisticated dependent position in the social organization of their enterprise . |
| 10 | Our main argument in this paper is that linguists have not often recognised the need for this sort of justification ; that their views about what is educationally relevant in the field of language study does not always coincide with the concerns expressed by educationalists ; and that linguists and educationalists need to begin a common search for relevance in which the linguists ' knowledge is related to a frame of reference based on the needs of learners and teachers . |