Example sentences of "[unc] and [pron] [verb] [prep] the " in BNC.
Next page| No | Sentence |
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| 1 | The , erm , we 've had erm covered an enormous amount of ground erm so erm and the other people I 'd like to thank cos I think we have established an extremely good relationship with the Hertfordshire er and everybody comments throughout the country that what a good relationship Hertfordshire has . |
| 2 | Er and we lived above the shop then . |
| 3 | I want to make a limited point at this juncture , I reserve the right to come back later on , and it 's become three points as a result of the discussion we 've already had , my view on the contribution of the of the greenbelt to the York issue is n't just the setting of the city , it 's the character of the city , and that would include the central city and the historic city , and the need to limit the physical expansion and size of the urban area because of the implications inside the historic city , and that would certainly apply to other cities with greenbelts that I 'm familiar with like York , like er Oxford , which the character suffers from expansion , possibly excessive , Norwich , that considered a greenbelt , and London , if you like that did n't get its greenbelt until we had the character rather drastically altered , so I think it is n't just the setting and how you see the city from the ring road , it 's actually what happens inside the core , the second point I want to make is really for clarification perhaps , er and it relates to the question of allocations between the built up area and the inner edge of the greenbelt , as I understand it all those allocations are already er included in the Ryedale local plan , and are already therefore included in the commitments that we looked at in Ryedale , I do n't think there is a further reserve of spare opportunities that might be used either before or after two thousand and six , that 's certainly my understanding and if anybody was was taking a different view I think that should be clear , and now I come to the one point that I was actually going to raise , erm I think it 's important that in this discussion of the relations between York city and Greater York , that we get a , early on , a clear view of what the requirements are in York , not just its capacity which we 've discussed so far , and a figure of three thousand three hundred seems to be a fairly common currency , but its requirements , and I want to address a particular question to the County Council , which is in my proof , so they 've had as it were four weeks notice of it . |
| 4 | The restaurant closed in the end , so Arthur took Fred to Fortnum 's and they floated through the food department arm in arm . |
| 5 | Yes I well remember er I use when I was staying down at Trimley there was erm a lady there who worked in the Billeting Department , who ca who herself was evacuated from London and er , I used to catch the same bus with her but she never would speak to me , erm and erm one morning er she lived down at Curton and one morning they had some erm er German planes over Curton and they were doing some machine gunning and that sort of thing and erm and we met at the bus stop and she was full of it and erm that sort of broke the ice it was |
| 6 | Erm and we find in the office that we get lots of forms coming in from the Paymaster General asking us to confirm that mister X is employed you know on a on a part time basis . |
| 7 | erm and she paid for the holiday , but she has an allergy . |
| 8 | Erm and I thought on the whole , the language was scriptural . |
| 9 | I mean I think it 's the class thing as well really , because I can remember when I was erm leaving school erm and I went to the careers erm teacher for my interview and I said I 'd like to be a journalist and she looked at me and I came from a very poor working class background in Tottenham , and she said ‘ I 'm sure you could be a secretary or a shorthand typist if you really tried ’ . |
| 10 | Yes erm well erm and I belong to the Nursery Nurses ' Association . |
| 11 | The danger is when they 're the ones that if they 're the ones that stop other people sorting out their own feelings and emotions erm and I think in the work that I 've done in schools and in other situations following disasters one of the biggest problems has been that those expressing denial or saying that we should be able to cope with this , children are resilient , they do n't have these problems , erm they 've often stopped people getting the help that they need ; often stopped other teachers getting the help that they need . |