Example sentences of "[Wh adv] what [be] [verb] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | The basic point about the national insurance system is that it is a contributory one whereby what is paid bears some relationship to what is received . |
| 2 | These show how what is taken for granted in one society would be looked upon as being not only strange but perhaps also immoral in another society . |
| 3 | No radical reform was undertaken of what should be taught , or how what was taught should be valued . |
| 4 | Is n't it more the case that it 's not so much what they 're trying to get away with , it 's just that how what was happening the peasants did see the world that they were in but with the Communist Party and the revolution that the idea is to change the way the peasants see the world and how they view themselves |
| 5 | December is a month when what is said and who you meet could have profound consequences . |
| 6 | ‘ All I can give you at this stage is fine words when what is needed is action . |
| 7 | There was excitement the night before the Sale opened , when what was thought to be Winston Churchill 's autograph was found on the flyleaf of an old maggot-eaten book , which had found its way to Edinburgh , from a North-West frontier War early this century . |
| 8 | This is the time when what was to become known as civilisation could have been detected , and is the period to which the origins of the concept of ‘ goodness ’ can be attributed . |
| 9 | Although in theory under the personal command of the new Regent , in fact Will Douglas led , grumbling at having to carry so many lofty ones along when what was needed for this attempt was the toughest of mosstroopers . |
| 10 | Not surprisingly , it has often been said that foreign learners of English need to learn English intonation ; some have gone further than this and claimed that , unless the foreign learner learns the appropriate way to use intonation in a given situation , there is a risk that he or she may unintentionally give offence ; for example , the learner might use an intonation suitable for expressing boredom or discontent when what was needed was an expression of gratitude or affection . |
| 11 | One could imagine the early days of the place , when Blondin had walked on a tightrope across the Great Hall , when 20,000 Wolf Cubs rallying to honour Rudyard Kipling unleashed their " Great Howl " in 1922 , or when what were reputed to be the greatest firework displays in Europe were held there . |
| 12 | Cases are documented where what are seen in Mathewson and Winter as potential substitutes ( territory distribution and RPM ) were used together . |
| 13 | This should be sufficient to protect the teacher preparing or passing on the records in any reasonable circumstances where what is written has a valid purpose . |
| 14 | ( 2 ) Allowable also are the mortgagee 's costs , reasonably and properly incurred , of proceedings between himself and a third party where what is impugned is the title to the estate . |
| 15 | In a climate where what is thought is less important than that it does not deviate from what it is ‘ correct ’ to think , the use of grids can illuminate the unique aspects of individual insight . |
| 16 | The transferee employer may not be a very attractive proposition from the employee 's point of view , say where what is envisaged is transfer from the shelter of the public sector to a private sector operator with little knowledge of the industry . |
| 17 | This is plainly evident from the section of the contract signed by each participant where what is expected of them is spelt out : |
| 18 | However it is clear from the context that all that he meant was that , where what is claimed to be confidential is an idea based on a well-known theme , it must have something such as a significant twist or slant which is not public knowledge . |
| 19 | From them I learnt where what was left of my battalion were . |
| 20 | Part of the process of analysing discourse in terms of ‘ topic ’ is an attempt to make explicit the basis for our intuitive ability to recognise why what is said is appropriate in a particular discourse fragment . |
| 21 | Mill says exactly what I just said in response of him that is if the people are prepared to accept these why what 's to stop them consulting and asking for advice about how they should cast their vote and so Mill later on gives a response to his own suggestion about plural voting in effect without realizing that what he 's done . |
| 22 | Why what 's happening tomorrow ? |
| 23 | Why was the why what was going on ? |