Example sentences of "they [vb base] [conj] [verb] [prep] " in BNC.

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1 Watching them grow and turn into whatever they become .
2 A simple way of introducing still image work with this age group is to have them walk or run round the hall and then stop and freeze at a given signal .
3 Some of them look and behave like the original gaseous protostar , but without the necessary mass to generate internal heat .
4 Corbett watched them go and smiled to himself at what he had learnt .
5 Get them go and look at
6 The feast over , both groups descend into the valley where they dance and sing for about an hour .
7 They also get the tusks and the bristles which they sell or barter in India , and a large proportion of the fat , which can be rendered down and used for cooking , or dried and preserved to smear on cuts and bruises .
8 And when our people eat the stuff they raise and live in the houses they build , why I 'll be there , too . ’
9 Children need to feel safe and secure about the world they grow up in , and it is unwise to give them the idea that everything they eat or come into contact with is a potential threat .
10 Th they si they sit and look at change for ten
11 For there are other plates surrounding the Pacific Plate and they jostle and crash against each other , like ice floes at break-up time ; and as they jostle so they tide up against each other , pushing each other deeper , cracking and bending as they do so — only on a global scale , and with extraordinary consequences .
12 Controlled by computer and battery-powered hydraulics , they push or pull like pistons to damp movement by the walls .
13 Most people know that they hawk and feed on other flies .
14 They chatter and stutter in the never-ending colonial quest for the perfect lawn , which is , of course , a reproach to the disorderly lives and vegetation on the outside .
15 Plants , then , are alive — sentient — they perceive and respond to the environment .
16 Such research emphasizes the importance of defining the experiences of black and female students as multi-faceted , of documenting how they perceive and respond to racism and sexism within society and education in many different ways .
17 All the Pain that Money Can Buy : the Life of Christina Onassis by William Wright ( Gollancz , £5.99 ) — The author 's explanation of why people devour books about the rich is appropriately cynical : ‘ We examine their bounteous lives on the modest condition that they suffer and come to a bad end . ’
18 We have feelers , metal strips , that are one and a half thou thick , we call it , you ca n't have them any thinner because they can make them in Sheffield at one thou thick but they suffer and bend by use .
19 Can I take anything away from them that they want or need in exchange for what I want and need ? ’
20 ‘ Most of our customers are second time buyers who know what they want and expect to be able to just walk in and take it off the shelf like a can of beans , ’ he says .
21 So people have to devise ways of adapting to this gap between what they want and expect from society and the means they have available to obtain these things .
22 Governors should be made aware of key material relating to schools in the 1990s and demand from their LEA governor-training officers the courses they want and need as an individual group .
23 In Sailors Three ( 1940 , Three Cockeyed Sailors in US ) , Tommy Trinder and his companions get drunk and end up on a German ship which , more by mishap than demon cunning , they occupy and deliver to their commander .
24 ‘ Matter is poured into our universe from some other and entirely extraneous spatial dimension so that to a denizen of our universe they appear as points at which matter is continually created .
25 They inflect or deflect to a common force field , physical , sensual or emotional .
26 They stand over their riders while they sleep and watch for any danger .
27 They slip and slide against each other — somewhat ponderously , since they proceed at no more than a foot a year and sometimes a great deal less .
28 This is not intended to undermine the safeguard they provide but to take into account the practical difficulties of implementation .
29 ‘ Then we will take the boy 's speech and writing which is so good and subject it to careful analysis and if we teach the other boys whose writing and speech is not so good how to subject what they say and write to this kind of analysis they will realise how badly they speak and write and will promptly set about trying to improve the way they speak and write … . ’
30 I believe that had there been television in those days , the British cricket public would have been shocked by what they say and called for an early end to it all , irrespective of the rights and wrongs of Bodyline .
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