Example sentences of "[verb] is that a " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Then I had to place my cock down on the glass , but the way this copier is designed — I disliked this copier , by the way , that place is too cheap to lease a decent brand of copier — the way it 's designed is that a normal eight and a half by eleven piece of paper is oriented sideways in the middle of the glass between two marks , you how that works , right ? ’ |
| 2 | What matters is that a particular location in my DNA corresponds precisely to one particular location in your DNA : they have the same address . |
| 3 | What matters is that a limitation has been set ; and now if a child brings out a gun , a knife , a rope ladder or even a box of matches you can check with the list and then either stay in role and say " You may have meant to bring that rope ladder , but it 's not here " , or come out of role and discuss the agreed rules of the drama , one of which is perhaps that in this drama there is no recourse to magic . |
| 4 | What I think is happening is that a big shoal has moved into the swim ; a very hungry shoal of bream that behave very much like chickens . |
| 5 | What we have not previously considered is that a cultural trait may have evolved in the way that it has , simply because it is advantageous to itself . |
| 6 | Rather what happens is that a reflex reaction takes place whereby a signal is sent to the adrenal gland to release the chemical adrenalin into the blood stream . |
| 7 | What happens is that a matter particle , such as an electron or a quark , emits a force-carrying particle . |
| 8 | Well I get involved in it in so many different ways erm this is a difficult one , but one of the things that happens is that a number of teachers , both from the area and elsewhere , erm do advanced courses at the university and as part of these courses we have a unit on evaluation , and for this they will choose some area of their school work which they and their colleagues — and I emphasise that this is something they do have to involve their colleagues back at school in very much — erm feel it would be useful to look at and then they try and discuss with their colleagues what aspects of it are important and significant and what ought to be seen , and they bring this discussion back and we all discuss together there 'll be different teachers working on different problems the different ways in which they could approach this problem and how they might most usefully be able to do it and at the end of the exercise they will have found out quite a lot about this particular area of teaching and very often we find that the people they 've consulted have themselves got quite interested in it and begun to realize that it 's not being done in a way that 's there to threaten them , they 're not sending a report to the headmaster or the Chief Education Officer or anything like that — it 's for the benefit of the people doing the work themselves . |
| 9 | One point which has been decided is that an odour need not be prejudicial to health to amount to a nuisance , rather in deciding the question the court will consider all the circumstances including the character of the locality in which the plaintiff is living , the nature , intensity and frequency of the odour , the time and effects of its commission . |
| 10 | No because section fifty four A and all section fifty four A says is that a decision should be made on a planning application , in accordance with the development plan . |
| 11 | The most important thing to remember is that a foal should get adequate colostrum from the mare in the first four to eight hours of life . |
| 12 | What you should try to remember is that a helicopter is essentially a frictionless device and , once moving , will tend to continue moving until an opposite command is given to stop it . |
| 13 | An important point to remember is that a widow may be able to use her late husband 's NI contributions to boost the amount she receives . |
| 14 | What we need to remember is that a crude comparison of local authority figures is of limited value and our understanding of trends and contrasts would be improved if we took account of Farmer and Parker 's findings . |
| 15 | But the important thing to remember is that a map is a flat plan of an area — a sort of bird 's eye view made into a diagram . |
| 16 | A useful rule to remember is that a diagonal line between opposite corners of any rectangle is the longest dimension available . |
| 17 | The most that can be said is that a good case can be made out for so doing ; law-abiding spectators would probably be sympathetic , depending upon the outcome . |
| 18 | ‘ What we hope is that a writ will make them settle , Mike , at some level . ’ |
| 19 | We are , of course , assuming that we are using an ideal switch which does n't exist in real life , but the point being made is that a switching system will be a lot more efficient than any resistive control element where dissipation is invariably relatively large . |
| 20 | following on from that er that the point that I think is being made is that a contribution does not have to be put forward in a shape of a question to be er a useful contribution to the debate and and your erm pressure upon er the lady who spoke er a while ago was er insisting that she she |
| 21 | This book is not the place to undertake such a task ; but one comment that might be made is that an initial distinction between class and status is likely to be important ; for it is the evaluative rather than the economic dimension of stratification which seems to be relevant to linguistic variation . |
| 22 | The procedure envisaged is that a proposal in the social policy area would first be submitted to the Council of the twelve member states . |
| 23 | What all this shows is that a distinctively structuralist kind of criticism is possible , and moreover , that it is more than the simple application and refinement of the tools of poetics . |
| 24 | So what this example shows is that a sentence which seems to contain one assertion can turn out to contain many different assertions , some in the form of presuppositions . |
| 25 | The simplest view to assume is that a tape-recording of a communicative act will preserve the ‘ text ’ . |
| 26 | What I am saying is that a lot of the common English objections to Ezra Pound have substance , and would be worth taking seriously , if only we could be sure that they were advanced in good faith , in humility , and with compassion . |
| 27 | Essentially what all are saying is that a right to consent to medical treatment , whether required under the common law ( see Gillick 's case ) or under statute ( section 8 ) , must and does carry with it a right not only to refuse consent to treatment , but to refuse the treatment itself . |
| 28 | What , what , what he 's saying is that a revolution is taking place here and it is , within a very short time it 's gon na spread on into other provinces . |
| 29 | What you 're really saying is that a society which is perhaps stable , certainly better , is one in which there 's a fair degree of moderation and a fair degree of evenness in terms of |
| 30 | Essentially what you 're saying is that a teacher who 's actually teaching you ought to be able to say to that teacher ‘ look , here 's a package , if you like , that you can insert into your range of skills , and these are of things that you can do with children which are worthwhile doing and fairly easily for you to acquire skills yourself , and they will be very good and helpful for the children ’ . |