Example sentences of "[verb] is that a [noun] " in BNC.
Next page| No | Sentence |
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| 1 | What matters is that a limitation has been set ; and now if a child brings out a gun , a knife , a rope ladder or even a box of matches you can check with the list and then either stay in role and say " You may have meant to bring that rope ladder , but it 's not here " , or come out of role and discuss the agreed rules of the drama , one of which is perhaps that in this drama there is no recourse to magic . |
| 2 | What happens is that a matter particle , such as an electron or a quark , emits a force-carrying particle . |
| 3 | Well I get involved in it in so many different ways erm this is a difficult one , but one of the things that happens is that a number of teachers , both from the area and elsewhere , erm do advanced courses at the university and as part of these courses we have a unit on evaluation , and for this they will choose some area of their school work which they and their colleagues — and I emphasise that this is something they do have to involve their colleagues back at school in very much — erm feel it would be useful to look at and then they try and discuss with their colleagues what aspects of it are important and significant and what ought to be seen , and they bring this discussion back and we all discuss together there 'll be different teachers working on different problems the different ways in which they could approach this problem and how they might most usefully be able to do it and at the end of the exercise they will have found out quite a lot about this particular area of teaching and very often we find that the people they 've consulted have themselves got quite interested in it and begun to realize that it 's not being done in a way that 's there to threaten them , they 're not sending a report to the headmaster or the Chief Education Officer or anything like that — it 's for the benefit of the people doing the work themselves . |
| 4 | One point which has been decided is that an odour need not be prejudicial to health to amount to a nuisance , rather in deciding the question the court will consider all the circumstances including the character of the locality in which the plaintiff is living , the nature , intensity and frequency of the odour , the time and effects of its commission . |
| 5 | No because section fifty four A and all section fifty four A says is that a decision should be made on a planning application , in accordance with the development plan . |
| 6 | An important point to remember is that a widow may be able to use her late husband 's NI contributions to boost the amount she receives . |
| 7 | But the important thing to remember is that a map is a flat plan of an area — a sort of bird 's eye view made into a diagram . |
| 8 | What you should try to remember is that a helicopter is essentially a frictionless device and , once moving , will tend to continue moving until an opposite command is given to stop it . |
| 9 | The most important thing to remember is that a foal should get adequate colostrum from the mare in the first four to eight hours of life . |
| 10 | ‘ What we hope is that a writ will make them settle , Mike , at some level . ’ |
| 11 | following on from that er that the point that I think is being made is that a contribution does not have to be put forward in a shape of a question to be er a useful contribution to the debate and and your erm pressure upon er the lady who spoke er a while ago was er insisting that she she |
| 12 | The procedure envisaged is that a proposal in the social policy area would first be submitted to the Council of the twelve member states . |
| 13 | So what this example shows is that a sentence which seems to contain one assertion can turn out to contain many different assertions , some in the form of presuppositions . |
| 14 | The simplest view to assume is that a tape-recording of a communicative act will preserve the ‘ text ’ . |
| 15 | What , what , what he 's saying is that a revolution is taking place here and it is , within a very short time it 's gon na spread on into other provinces . |
| 16 | What you 're really saying is that a society which is perhaps stable , certainly better , is one in which there 's a fair degree of moderation and a fair degree of evenness in terms of |
| 17 | What I am saying is that a lot of the common English objections to Ezra Pound have substance , and would be worth taking seriously , if only we could be sure that they were advanced in good faith , in humility , and with compassion . |
| 18 | Essentially what all are saying is that a right to consent to medical treatment , whether required under the common law ( see Gillick 's case ) or under statute ( section 8 ) , must and does carry with it a right not only to refuse consent to treatment , but to refuse the treatment itself . |
| 19 | Essentially what you 're saying is that a teacher who 's actually teaching you ought to be able to say to that teacher ‘ look , here 's a package , if you like , that you can insert into your range of skills , and these are of things that you can do with children which are worthwhile doing and fairly easily for you to acquire skills yourself , and they will be very good and helpful for the children ’ . |
| 20 | Essentially what you 're saying is that a teacher who 's actually teaching you ought to be able to say to that teacher ‘ look , here 's a package , if you like , that you can insert into your range of skills , and these are of things that you can do with children which are worthwhile doing and fairly easily for you to acquire skills yourself , and they will be very good and helpful for the children ’ . |
| 21 | What I 'm saying is that an L E A can supply that sort of service , can do it really well , really well , and it is n't available to opted out |
| 22 | The most important point to understand is that a tutorial is an opportunity to share in the learning process : to share your ideas , experience , understanding and perplexities . |
| 23 | What teachers have to learn is that a child who writes ows for house , and one who writes ekstra for extra , are making the same kind of error . |
| 24 | Whatever the case , the number one lesson to learn is that a horse can not be prevented from pulling by merely pulling back at him . |
| 25 | What is meant is that an organism does something which reduces its own chances of survival and reproduction , and increases the chances of other members of the species . |
| 26 | What this implies is that a group of people who , as consumers , constructed and sustained this image of the individualist tradition also , as producers , constructed the very image of change , community and modernity to which it is opposed . |
| 27 | What has happened is that an alibi has been set up , for a wounded man " could not " have committed the murder that took place immediately afterwards some distance away . |
| 28 | The only basis on which costs can be awarded is that a party has acted ‘ frivolously , vexatiously or otherwise unreasonably ’ . |
| 29 | All it means is that a preference for managerial power rather than recognition is more likely to be a successful mix for a manager . |
| 30 | What it basically means is that an extrovert tends to tends to have a wide area of interests but wo n't investigate them as much as perhaps that that deeply , and that includes friends as well , and that includes people around them and they look at the wideness rather than the depth . |