Example sentences of "how [be] [pron] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | What size should battens for supporting cladding be , and how are they fixed ? |
| 2 | If so how are they expected to change their lifestyle ? |
| 3 | ‘ I was sick of seeing myself on television , so I thought the poor public , how are they going to cope . |
| 4 | ‘ How are they ? ’ |
| 5 | But can less authoritarian forms of moral discipline be effective and if so , how are they to be achieved ? |
| 6 | Magnificent subjects they are ; but how are they reached ? |
| 7 | Namely , what markets are they seeking to serve and how are they going to serve them . |
| 8 | Are these to be learned all at once and how are they best learned ? |
| 9 | . ‘ And how are they going to get this ‘ authoritative advice ’ ? |
| 10 | If so , how are they activated ? |
| 11 | How are they different ? |
| 12 | How are they different from plastic pots ? |
| 13 | Teacher : Now , how are they different ? |
| 14 | How are they going to explain that away ? ’ |
| 15 | ‘ How are they managing ? ’ |
| 16 | Now apply the logic you are so good at : what are these people saying , why , how are they saying it ? |
| 17 | How are they fixed ? |
| 18 | How are they ? ’ |
| 19 | Since these words are of such great antiquity , recorded some three and a half thousand years ago , how are they still relevant today , especially in relation to the inner conflicts of our lives ? |
| 20 | How are they this fine morning ? ’ ' |
| 21 | How are they fixed ? |
| 22 | But what does each of these categories contain , and how are they related ? |
| 23 | How are they to be kept ‘ apart ’ ? |
| 24 | But of course the best ca n't go on forever , can they , or how are they the best ? ’ |
| 25 | How are they fixed ? |
| 26 | How are they established ? |
| 27 | But how are they to play a more positive role ? |
| 28 | How are they likely to fare in the GCSE ? |
| 29 | Spooner picked up on this idea and thought the best way to do it would be as an extended Perils of Pauline -type adventure , complete with ‘ How are they going to get out of that ? ’ endings . |
| 30 | This dimension also has implications for deterrence theory : since organizations comprise many individuals of varying occupations , degrees of organizational responsibility , and access to deviant conduct , who , precisely , is being deterred , and how are they deterred , when a company is convicted ? |