Example sentences of "[to-vb] [conj] how [verb] [pers pn] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | He knew neither what to write nor how to write it . |
| 2 | From fake fur to fun hats , Carol shows us what to wear and how to wear it . |
| 3 | If we could have it in writing and we could publicise it I 'm sure they would where to go and how to do it . |
| 4 | We might plan an outing or something with the whole staff — each one will say where they want to go and how to make it work . ’ |
| 5 | The starting point , or ‘ Audit ’ , may seem like a dispassionate fact-gathering exercise to decide ‘ where are we now ? ’ but deciding what to include and how to describe it will inevitably lead to debate over what constitutes the main priorities and what areas are succeeding or failing : these are evaluation issues . |
| 6 | These include life cycle analysis and ecobalances ‘ to try to clarify what can be done and what is sensible to do and how to do it ’ and the proposals for a CO2/energy tax . |
| 7 | If nothing else she will be kept busy telling the President what to do and how to do it . |
| 8 | Both in Britain and in America , especially marked during the later 1950s and early 1960s , the voices of dissent began to rise — against McCarthyism , against the Bomb , against any established authority that tells individuals what to do and how to do it — voices that said , and continue to say , ‘ They sha n't push us around any longer . ’ |
| 9 | Interacting in terms of their respective roles , teacher and student know what to do and how to do it . |
| 10 | Technique is knowing exactly what to do and how to do it fast . |
| 11 | The traditional ‘ liontamer ’ approach , where people are literally told what to do and how to do it , was most evident in the arts and crafts classes . |
| 12 | We were n't still in the push-bike and whistle era down here but neither did we have whiz kids from the crime squad on our doorstep to tell us what to do and how to do it . |
| 13 | What 's more , readers offer students the opportunity to direct their own learning in choosing what to read and how to tackle it . |
| 14 | Readers also offer students the opportunity to direct their own learning through choosing what to read and how to tackle it : readers increase students ' confidence and independence and make language learning fun . |
| 15 | What did he used to earn and how did it compare with ? |