Example sentences of "[verb] and [to-vb] what " in BNC.
Next page| No | Sentence |
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| 1 | They help to mark out the field within which the theologian has to work and to discover what his own role and contribution should be . |
| 2 | Firstly , it enables you to know and to analyse what others are saying . |
| 3 | There was a trinity within everyone , consisting of the three powers of the soul which corresponded to the three divine Persons : memory , understanding and will ; it enabled us to be , to know and to love what we are in the same way as God knows and loves himself . |
| 4 | Although there are many male probation officers , Frances believes that women are well suited to probation work as they ‘ tend to have a degree of sensitivity and an ability to listen and to understand what pain means . |
| 5 | Even if the outgoing employee has no constructive criticism to make of the job , the period of compiling the job specification prior to the interview is an invaluable chance to reconsider what exactly the job involves and to compare what is being done to what is really needed . |
| 6 | So th let's look then back at this illustration for a moment , this incident , Jesus then gets er a few of his disciples and they go out , in the boat , and there are others who follow him , they get into their boats quite likely , quite possibly that many of the others would have been followers of Jesus , some of his other disciples , it 's unlikely in these very small little er lakeside fishing boats that many of disciples would have got in , there might have been four or five of them that would have been about the lot and so the others would have got into some of the other boats which were nearby and , and others are the people that had been listening to Jesus , they too get into boats , and they pull out following him , wanting to hear if he 's got anything more to say , wanting to witness anything else that he 's gon na do , they wan na be there to see and to hear what Jesus has to say and is going to do . |
| 7 | In this issue we ask chief executive to respond to some of the key questions you have raised and to describe what he sees happening next . |
| 8 | The ‘ relevant ’ skills learned concern the ability to plan projects , to apply mathematics as and when appropriate , to sustain work on them until some conclusion is reached and to communicate what has been learned to other people . |
| 9 | Despite these problems , manorial court rolls provide a great deal of information that is of use to the genealogist and they enable the family historian to gain insights into how the local society in which his ancestors lived was administered and to see what disputes arose . |
| 10 | Wycliffe was not usually so curt with the press , but he was at a stage in the case when he wanted to be left alone to mull over what he knew and to decide what more he needed to know . |
| 11 | It may be that work since the mid-seventies , valuable as much of it is , has in fact done no more than to clarify how much more we need to investigate and to highlight what we should always have known — that writing and the teaching of writing are immensely complex activities . |
| 12 | If they think about it at all , they think of a mythical golden age when children at school were naturally obedient , and , if not , were forced to learn and to remember what they were told . |