Example sentences of "what [pron] [modal v] [verb] to be " in BNC.

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1 I also have an idealized picture of myself — what I would like to be in an ideal world .
2 And I seem to have been fairly successful in that I 've never neither I , nor Father Christmas , has ever been asked for what I would consider to be a greedy , outrageous present !
3 The auction itself , while the organisers assured me was no more than their normal one , carried quite a few important items of furniture and there was also a wide range of smalls which commanded what I would consider to be better-than-normal prices .
4 What I 'd like to be doing is putting you over my knee and giving you the spanking you heartily deserve , ’ he said grimly .
5 Somebody fast asleep in bed there , that 's just what I 'd like to be right this minute .
6 I have no right to go against what I must presume to be his wishes ? ’
7 What I must return to is my job . ’
8 SIMPLY STEFFI AND WHAT SHE WOULD LIKE TO BE REMEMBERED FOR
9 ‘ … and the moral of that [ said the Duchess ] is — ‘ Be what you would seem to be ’ — or , if you 'd like it put more simply — ‘ Never imagine yourself not to be otherwise than what it might appear to others that what you were or might have been was not otherwise than what you had been would have appeared to them to be otherwise .
10 Perhaps the most moving sentence in the whole book comes in the last chapter as he takes his leave of his reader : ‘ For it is not what you are nor what you have been that God regards with his most merciful eyes , but what you would like to be . ’
11 Rarely musing : What you should try to be .
12 Yeah , I mean , what you , what you 'd have to be careful of is , is sooner or later people 'll catch on
13 They 've done before you realise it , and once they 're done they make you do other things until at last everything comes between you and what you 'd like to be and you 've lost your true self forever . ’
14 I mean as long as we 've got something which is in the of where we want to be , we can actually measure how well we 're performing against our own plan , which I think is what you 'd like to be able to do .
15 This is a process which may take a number of reruns to achieve what we would consider to be a satisfactory outcome .
16 Instead of what we would consider to be a reasonable programme for the provision of services , and an increase in control by local people over such provision by holding to account those whom they elect , we have the Conservative party slogans of privatise , centralise and neutralise .
17 We can apply the test to the technical and technological subjects , and not only those , but the professional subjects also ; and the boundary line will run now on this side , now on that ; but the things that it divides are different in kind , and only on one side of that line lies what we ought to allow to be education .
18 This seems a fair point to make against some of Stevenson 's and Ayer 's contentions , but the attitudinist , as I have characterised him , in this chapter , would acknowledge Bambrough 's points , yet still think it important to insist on the fundamental difference between trying to decide what is the case and trying to decide what one would wish to be ( and will try to make ) the case and on associating ethical claims with the latter .
19 I would argue , however , that there is a difference between what one might consider to be reasonable use by passenger traffic during the day , and the disturbances that might arise from that , and the use of the line at night by heavy goods traffic .
20 ( iv ) In many sections , Nietzsche 's points are not presented in what one might take to be their natural order .
21 The constitutional separation does not prevent some Members of Parliament echoing the condemnation of the tabloid press in intemperately criticizing individual judges for what they may consider to be an unduly lenient sentence .
22 The moral decline of the West cries out for a return to the morals of protestant Christianity which will tell the nation what they must do to be strong once more .
23 ‘ What a pity your father is so set against accepting what he might consider to be charity from Tamar .
24 What basically emerges from the planning point of view is the number of objectives that need to be considered in terms of pupil performance — not only what he will be able to do at completion ( on which educational technologists have understandably concentrated ) but also what he will have to be able to do in the process .
25 a more detached view of what was the right thing or the wrong thing to do , a tradition of what national life was like , and what it ought to continue to be like .
26 Business environment : the environment in which the organisation operates will determine what it must do to be a success .
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