Example sentences of "[that] [verb] what " in BNC.

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1 Inside the backward light cone ( t < 0 ) are the events that influence what happens at P 1 .
2 Clare had such a sense of adventure — and it was this love of an active life that made what happened doubly hard to bear .
3 suggesting common objectives in an even-handed way , ie that favour what they want to achieve at least as much as what you want to achieve .
4 On the one hand you 've got everything , accounting-wise , you need to run a large company now , and on the other , the bits that make what you send to other people look professional are coming ‘ real soon now ’ in a later release .
5 Er , looking through the officer workload ratios in paragraph four , it shows that using what are in honesty fairly crude Home Office measures , we 're really quite well to the national average , that we carry out approximately four hundred and thirty three inspections per officer in a year as opposed to the expected four hundred and eighty two .
6 ‘ Now I 'm going to concentrate on my music and give my career more focus being with a company that understands what I 'm doing .
7 There is no need to write copious notes that repeat what is clearly and carefully published in print .
8 Just as we , in our writing , have to find the words that fit what we are trying to express , the most appropriate words , so the characters in a story , novel or poem also have to discover the language that is fitting .
9 We can also recognise a letter , character or figure from just a part of the whole , or even a collection of dots that approximate what the letter should look like .
10 being offered a wide range of attractive foods that replace what is being offered
11 There are certain things in there that say what we can and ca n't do , and certain things that say what the band can and ca n't do , ’ says Marshall .
12 There are certain things in there that say what we can and ca n't do , and certain things that say what the band can and ca n't do , ’ says Marshall .
13 About twenty years after the sack of Aurae Phiala , Honorius finally issued an edict that recognised what had been true for nearly a century .
14 The skilled negotiator is far more likely to say things that reveal what he or she is thinking , intending and feeling than the less skilled , who reckon that to expose such things is naïve .
15 We must have a system that uses what we spend more effectively .
16 There is still no study that describes what families at different levels of earning spend on cooking energy , and how this changes over time .
17 Erm so that shows what a long time ago it was .
18 Yeah well that shows what she 's .
19 A book with a title like this has to be full of choice bits of information that confirm what most of us who have been in the Services have always known — that high-ranking officers can do the daftest things .
20 Well what do you know the guy that sings What Becomes of a Broken Heart I mean nobody can find him .
21 It was only now that appreciate what nature has known all along .
22 clearly written leaflets available before you go into hospital that describe what will happen to you in hospital , what you need to bring with you and so on ;
23 What is sociologically interesting about them is the assumptions that underlie what they say about themselves , and what image they are trying to project .
24 A slap in the face that erased what little dignity and faith in the system they had left .
25 As a result , Brunel could argue that killing off the quickie at the end of the decade was a mistake since it was possible to make ‘ really fine , unspectacular pictures ’ , and ‘ we were evolving a technique that showed what could be done when facing fearful odds . ’
26 It was Japan , the most energy-intensive country in the world , though , that showed what can be done .
27 These two models were compared , leading to a third model that showed what could happen once the Act was implemented .
28 In the council chamber quite recently one of the Socialists supported the position taken up by the Soviet Government in Russia in a way that showed what would happen here if they got the power in their hands .
29 I suggested some simple exercises , to be done without knitting on the machine , that showed what effect the tuck and slip controls had on the needles and how we could set the carriages to slip or tuck in one direction and knit in the other .
30 Were you aware that no purpose for reading had been given , no specific task that indicated what information you were looking for ?
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