Example sentences of "it and at [art] end " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | So if you go back to the sort of where we gave it five or six headings yeah or three to six headings you should be aiming say well I 'll input a bit of information on that side of it and at the end of that little section I 'll build in some practice in participation and the participation can be any of those ones you 've put in there on that list you gave us early on er practical allocations |
| 2 | right , and I look over to Roger and Roger 's flicking through his notes like this and as you , you were peeping through and he 's trying to find out what , what he 's talking about , they 're not looking at each other and anyway at the end of it , er we went through it and at the end of it he turned round and went how was it , what were you playing at , what was that spiel that you gave it 's in my brief , that 's one of my objections |
| 3 | At first the family gather round it and at the end as the actors steal away into the darkness it is the piano which makes the final sounds . |
| 4 | At first the family gathers round it and at the end , as the actors steal away into the darkness , it is the piano which makes the final sounds . |
| 5 | 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 . |