Example sentences of "[verb] that what " in BNC.
Next page| No | Sentence |
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| 1 | It transpired that what this man really wanted to do was to strangle his mother , a desire which was both socially and morally unacceptable and had therefore to be repressed . |
| 2 | The Bishop finished by praying that what had been discussed would become an apostolic thrust of the diocese . |
| 3 | ‘ But why , ’ he insisted , ‘ should you have supposed that what you saw concerned the unicorn ? ’ |
| 4 | It seems sometimes to be supposed that what is commendable about a communicative approach to language teaching is that it does not , as a structural approach does , have to get learners to puzzle their heads with grammar . |
| 5 | Studies of the natural constraints on learning suggest that what is learnt , and when , is probably under a genetic surveillance so that learning does not normally occur outside the context of an evolutionary stable strategy . |
| 6 | I suggest that what we are really trying to do is to re-establish contact with the earth spirit through visiting sites , to emphasize pilgrimage rather than tourism . |
| 7 | These results are not too surprising given the research findings discussed in the previous chapter and suggest that what is inherited as vulnerability to psychosis forms a broad set of dispositions that include both temperamental and cognitive features . |
| 8 | Tracey and Morrison suggest that what she was trying to achieve in bringing the prosecution ‘ lay not in punishing Lemon , nor in a sense bringing back to life the blasphemy laws . |
| 9 | These connections suggest that what a woman says about housework at the beginning of her interview does not only reflect on the mode of feeling-expression general in her class-specific linguistic code . |
| 10 | I suggest that what I have summarized in this paragraph is what lies behind Kuhn 's claim that rival paradigms are ‘ incommensurable ’ . |
| 11 | The authors suggest that what is learnt from lucid elderly people should have direct relevance for those who are confused ( p. 4 ) but this theme is not developed in any way . |
| 12 | Cole adds that what actually happened when the Pioneers engaged in production was not what they had intended when they started their co-operative ; and goes on to offer a more detailed explanation : The Rochdale Manufacturing Society was set up in 1854 , Supposing that , as an expression of democracy , Co-operative principles are as valid for the producer working in the factory producing goods for sale in the Co-operative store as they are for the consumer buying them there , a newcomer to the story might find it surprising that the Pioneers ' belief is presented , if not itself as a matter for surprise , then certainly one for explanation . |
| 13 | However , we do know that what children make of television , and how it influences them , is determined to a large extent by what their parents teach them to make of it . |
| 14 | The sufferer must know that what you say is the whole of what you believe and want to transmit . |
| 15 | In the case of a defendant who uses words , a person can hardly fail to be aware of what he is saying , although he may possibly not know that what he is displaying ( if it be a book ) contains offensive material of which others are aware but he is not . |
| 16 | Little did they know that what Koo was in fact telling Mo was much more to do with the Royal Wee . |
| 17 | Do you not know that what you belittle by the name tree is but the mere four-dimensional analogue of a whole multidimensional universe which — no , I can see you do not . |
| 18 | If he had , he would know that what he has said is not right . |
| 19 | How do we know that what we 're drawing into our lungs is n't doing us harm . |
| 20 | ‘ He did not know that what was below the bridge was a railway line . ’ |
| 21 | I wonder if anybody would know that what happened here ah er er two or three year ago was a up till re recently they know very well that could n't last ! |
| 22 | In these two examples , we are reminded that what cloze is measuring is the predictability , or more accurately , the redundancy within a passage , and this may or may not be closely related to its comprehensibility . |
| 23 | Pound knew enough of his own gifts , and of the protracted strenuousness of his apprenticeship , to know that what was safe for him was not safely available to others , least of all to those he called ‘ the neophyte ’ . |
| 24 | He will be criminally liable unless he was so insane as either ‘ not to know the nature and quality of the act he was doing ’ , or ‘ not to know that what he was doing was against the law ’ . |
| 25 | Robyn took the sheets , holding them shakingly between her fingers , and read enough of the typewritten lines to know that what Luke was saying was the truth . |
| 26 | Now a ‘ searching for something ’ or ‘ exploring ’ theme crops up a great deal in drama and there are many teachers who do not recognise that what looks like a tense , exciting , well-focused structure may be no such thing . |
| 27 | Given the position of such firms as Motorola at Bathgate do the Government recognise that what such firms really want is infrastructure , and that local authorities should be helped to provide it ? |
| 28 | Thus , it is reasonable to argue , instead of trying to determine what class is by theoretical disputation , let us recognise that what we have here is a concept which probably indicates something significant about social behaviour , but precisely what that is is not clear . |
| 29 | In seeking to define what items are to be included as part of the total charge for credit , s20 emphasises that what matters is the cost to the debtor rather than the net return to the lender ( see Directive 90/88/EEC and also Consumer Credit ( Total Charge for Credit ) Regulations 1980 ( SI 1980 No 51 ) , Pt 2 ( as amended ) ) . |
| 30 | However , the lady in question corrected this error , explaining that what they had seen on the X-ray was actually her ‘ pessaire anti-conceptionnel ’ . |