Example sentences of "we [vb infin] [prep] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Why do we persist in trying to know everything there is to know in the belief that one day , presumably quite soon , we will succeed ? |
| 2 | It was a very frightening experience — and only afterwards could we laugh about it . |
| 3 | WHICH DEPARTMENT SHALL WE EAT INTO FIRST ? |
| 4 | So why should we pander to the media and the right-wingers of the Party ? |
| 5 | Why can not we worship with them as well ? |
| 6 | How else do we explain to Plant Managers and to Governments that it 's right for the Corporation to purchase products from non-European sources , but it 's wrong to supply European components to the United States because the US divisions would n't like it ? ’ |
| 7 | Although all modem workers ' movements have developed strategies comprising both labour market and political components how can we explain within the European context the greater emphasis upon the achievement of radical change in the structure of society by French and Italian unions , whose thrust ( certainly up to the late 1960s ) has been at least as much ideological and political as industrial , in comparison with West German or British unions ? |
| 8 | ‘ Shall we treat with them ? ’ |
| 9 | Anyway I 'm delighted to see we 've at last got round to this . |
| 10 | Er we can we 've at least distinguished that channels can exist between closed and open states , and the transition between the closed and open states is known as gating . |
| 11 | But I mean if you had a question on behaviourism I mean look at w=what did we cover in your notes ? |
| 12 | What did we cover in your notes ? |
| 13 | In the face of even further diversion of financial resources for training away from special needs , can we build on what expertise we have to find economic and yet effective ways to overcome the present difficulties , to deepen all teachers ' understanding of learning and behaviour problems and of the way in which they might be resolved within the learning situation of the classroom ? |
| 14 | Ca n't we build on the word partnership and make it mean what you want . |
| 15 | We know the nature of our own sensory states , perhaps , but how can we build from there to gain knowledge of a past , a future , or the sensory states of others ? |
| 16 | Given that this is so , what sense can we make of the way in which God , as opposed to John or Jane Smith , is personal ? |
| 17 | What , then , do we make of the substantial and growing literature on informal carers ? |
| 18 | So what do we make of the anger response ? |
| 19 | So what do we make of that once we 've stopped chuckling ? |
| 20 | But what do we make of that gourd business ? |
| 21 | The powers attaching to a Prime Minister are considerable , but what can we make of the thesis about prime ministerial government ? |
| 22 | What sense can we make of support for these parties at the polls ? |
| 23 | What can we make of this perspective on British politics ? |
| 24 | What can we make of the corporatist perspective on British politics , and just how stable is the pattern of politics which is suggested by those who point to close collaborative arrangements between particular interests and the state in pursuit of ever more state intervention ? |
| 25 | What can we make of this pattern and can we suggest dates for the elements within it ? |
| 26 | Mm what have we got over here then , what do we make of yours ? |
| 27 | What can we make of that ? ’ |
| 28 | hand I thought hallelujah and in the other hand will we make as mak , bigger mess of this as they did in multi=sensory teaching methods in a coordinative approach to learning ? |
| 29 | So , what positive lessons do we glean from a consideration of the theory ? |
| 30 | ‘ What would we want with you two ? ’ |