Example sentences of "[be] [conj] [pron] [pron] [be] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | ‘ I really do n't know who I am or what I 'm doing here , ’ he said . |
| 2 | No , you do n't put in who they are or what they are , you just say , where it come , originates from and erm what their job was . |
| 3 | Cos it does n't matter who you are or what you are , reverse the roles , everybody makes mistakes when you 're driving . |
| 4 | Two of us in a great mass of strangers , and various things to do that you 've got to get right , like follow signs and collect your luggage ; then you get looked over by the customs , and no-one particularly cares who you are or what you 're doing there so the two of you have to keep one another cheerful … |
| 5 | She did not question who it had been or what he was looking for . |
| 6 | It er it , we , certainly the expansion of Tadcaster has been looked at quite thoroughly , though not only by the local authorities , but by the private sector , and the , and I think the the agreement has been that it it is not possible at the scale which is required to meet the needs of Greater York . |
| 7 | Now everyone is looking at me — they know who I am and what I am capable of . |
| 8 | You can not forget who I am and what I was . |
| 9 | It 's such a bore the way she always wants to know where I am and what I 'm doing . ’ |
| 10 | What I am and what I 'm not , and why . |
| 11 | It depends where I am and what I 'm doing . |
| 12 | Before acting out as a late Father Christmas , I want to erm , come up with some general , how shall I put it , general considerations , this is why you have slides , you realise that slides are not actually for your benefit , they 're for my benefit , that I can remember where I am and what I 'm supposed to do . |
| 13 | That was like the day I had them out was the day that my first N H S appointment would have been and it it 's like , you know |
| 14 | Look at what they are and what we are . |
| 15 | For most of us , though , gaining recognition from others is to some extent dependent on our confidence in letting others know who we are and what we 're about . |
| 16 | Oh what action they are and what what 's that ? |
| 17 | We have learned , for example , that when you think of your University days , your department and your friends feature most frequently in your thoughts ; that you prefer the idea of reunions of your department or your contemporaries to University-wide events ; that you like the idea of the regional ‘ roadshows ’ ; and that you very much want to know where all your old friends are and what they 're up to now . |
| 18 | There are times when it might seem that this is a definition which can produce the sense of a self which is both amorphous and autonomous , of a doubtful self which also serves to cast doubt on the human world that lies beyond the subjective individual — a world which some writers are , and some are not , very cunning in , and which is inhabited by people with a working knowledge of who they are and what they are doing . |
| 19 | Without having that understanding of what emotions are and what they are doing to us we can not analyse the way in which emotions disturb our balance and what that should teach us about ourselves and our relationship with the world . |
| 20 | It is , after all , easier for us all if we know where our ‘ old folk ’ are and what they are doing . |
| 21 | Such an object is not so very different from a table or a cow , concerning which I can have similar information of where they are and what they are doing . |
| 22 | Well I work as a psychotherapist and it seems to me that for some people change is impossible and when that is the case then its my job to help them to come to terms with who they are and what they are and how there going to remain , but the other side of it is helping people to change and I have to say usually its to loose weight , that 's the biggest reason people want to change . |
| 23 | It is important to retain a firm grasp on what the coordinates appearing in eqn ( 4.11 ) are and what they are not . |
| 24 | The beliefs and ideas that organisations hold about who they are and what they are trying to do and what their environment is like have a much greater tendency to realise themselves than is usually believed . |
| 25 | You have to be really clear-cut about who you are and what you 're trying to achieve . |
| 26 | Other kids get to know who you are and what you 're made of . |
| 27 | And please , if you have not already done so , keep us informed of where you are and what you are doing now . |
| 28 | CLOTHES TO FEEL AT HOME IN , WHEREVER YOU ARE AND WHOEVER YOU ARE WITH . |
| 29 | Once you 've established who you are and who they are , what should you do then before you continue ? |
| 30 | The differences between who we are and who we are becoming . |