Example sentences of "which [prep] [be] [adj] " in BNC.
Next page| No | Sentence |
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| 1 | To signifies this relation of subsequence in virtue of its potential meaning of a movement from one point in time to another and has been seen to give rise to two clearly identifiable actual meanings according to whether the speaker conceives the whole movement which to is capable of signifying or only the initial part thereof . |
| 2 | There was another small mercy for which to be grateful . |
| 3 | A gene , for purposes of the theory , is a segment of genetic material divided off as best suits the investigator , who needs a unit small enough to be treated as identical through successive generations ; it has no self with which to be selfish . |
| 4 | Which to be honest , a lot of people do not understand . |
| 5 | The Government have a great deal of which to be proud in their record since 1979 . |
| 6 | Now I have to tell you that last year we raised a hundred and thirteen million pounds and of that over ninety per cent , that 's a hundred and four million pounds were actually spent on projects for children and I 'm very proud of that ratio indeed and I think it ought to give you , the raisers of money , a great deal of comfort because for a fund with two headquarters buildings which operates all over the world this is a distribution of funds of which to be proud . |
| 7 | The Gallup survey , commissioned by the Daily Telegraph , also found that more than a third could not think of a single thing about Britain of which to be proud . |
| 8 | For a host of reasons , the nation today has much for which to be thankful . |
| 9 | All year , as each season reveals its particular joy , there is so much for which to be thankful . |
| 10 | ‘ That is surely something for which to be thankful . ’ |
| 11 | It 's not the sort of material in which to be indulgent . |
| 12 | Women do not have the one way in which to be beautiful , but many . |
| 13 | But the police force she joined in 1963 was a very different and difficult place in which to be ambitious . |
| 14 | We argued for a more discriminating balance of questions , statements and instructions ; for fewer pseudo-questions and more questions of a kind which encourage children to reason and speculate ; for more opportunities for children themselves to ask their own questions and have these addressed ; for oral feedback to children which without being negative is more exact and informative than mere praise ; for both questioning and feedback to strike a balance between the retrospective function of assessing and responding to what has been learned so far , and the prospective function of taking the child 's learning forward ; and for much more use to be made of structured pupil-pupil interaction both as a learning tool and as a means of helping teachers to function in a more considered manner and therefore more effectively . |