Example sentences of "[be] [conj] [pron] they " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | No , you do n't put in who they are or what they are , you just say , where it come , originates from and erm what their job was . |
| 2 | There are times when it might seem that this is a definition which can produce the sense of a self which is both amorphous and autonomous , of a doubtful self which also serves to cast doubt on the human world that lies beyond the subjective individual — a world which some writers are , and some are not , very cunning in , and which is inhabited by people with a working knowledge of who they are and what they are doing . |
| 3 | Make sure that you know what these are and what they mean . |
| 4 | Without having that understanding of what emotions are and what they are doing to us we can not analyse the way in which emotions disturb our balance and what that should teach us about ourselves and our relationship with the world . |
| 5 | Pride is a state in which people seek attention and recognition for what they think they are and what they think they have done . |
| 6 | Few people understand exactly what they are and what they can do and quite a few people have mistaken impressions from the media . |
| 7 | It is , after all , easier for us all if we know where our ‘ old folk ’ are and what they are doing . |
| 8 | The exploration of what these values are and what they mean has hardly started , but it should become a primary focus of communication ethics . |
| 9 | Huntley , a burly 51-yearold , has created a constant reminder of who they are and what they want in the form of glossy profiles , complete with pictures , inserted beneath a glass plate on the leather topped table in his office . |
| 10 | Such an object is not so very different from a table or a cow , concerning which I can have similar information of where they are and what they are doing . |
| 11 | It 's worth knowing who they are and what they do . |
| 12 | Whether or not you think you 'll ever need to use their services ( see Chapter 21 on where to go for advice and help ) , it 's important to get to know who they are and what they do . |
| 13 | Well I work as a psychotherapist and it seems to me that for some people change is impossible and when that is the case then its my job to help them to come to terms with who they are and what they are and how there going to remain , but the other side of it is helping people to change and I have to say usually its to loose weight , that 's the biggest reason people want to change . |
| 14 | We have learned , for example , that when you think of your University days , your department and your friends feature most frequently in your thoughts ; that you prefer the idea of reunions of your department or your contemporaries to University-wide events ; that you like the idea of the regional ‘ roadshows ’ ; and that you very much want to know where all your old friends are and what they 're up to now . |
| 15 | It is important to retain a firm grasp on what the coordinates appearing in eqn ( 4.11 ) are and what they are not . |
| 16 | All right then tell us who they are and what they do . |
| 17 | The beliefs and ideas that organisations hold about who they are and what they are trying to do and what their environment is like have a much greater tendency to realise themselves than is usually believed . |
| 18 | ‘ When you travel round the world , and being brought up in a family like mine , you learn that what happens on the field is actually very important to people elsewhere , and you feel , perhaps not so much a sense of responsibility , as a sense of focus in which people identify nationally for the best kind of reasons , and are made aware of who they are and what they came from . |
| 19 | Once you 've established who you are and who they are , what should you do then before you continue ? |
| 20 | And we 've got you know that is actually a lot lower than it used to be because we they actually caught us charging them three hundred and fifty quid for a bearing that we 're now charging them two hundred and fifty quid for . |
| 21 | Francis Morgan stood and stared at them , and even before the man stepped forward steadily , hand extended , mouth opening to speak , he understood who they were and what they had come to tell him . |
| 22 | It tells us how many inhabitants there were and what they did , household by household and individually , recording the old family names , occupations , and streets one can still walk down today . |
| 23 | ‘ I wanted each chapter to be separate , but I did n't want it to be a set of separate short stories ; so I had to keep an enormous notebook of who they all were and what they were doing at any given time . |
| 24 | So I found out who they were and what they were . |
| 25 | Brown and Kulik ( 1977 ) were struck by the fact that people were generally able to answer this question without difficulty , the important point being not that they remembered the assassination but that they remembered apparently irrelevant details such as where they were and what they were doing when they heard the news . |
| 26 | Whoever they were and whatever they were doing , both were obviously far more scared than he was . |
| 27 | ‘ Those sketches … can you remember how many there were and who they were of ? ’ |
| 28 | That is how many there were and who they were ? |
| 29 | Er so thank you for coming and do n't forget the candidates and and Thank John personally for for for being such a very good er candidate in in this erm hustings , er but do n't leave the candidates to You must fee The people in Salford and Eccles and in er Worsley , who get the Manchester Evening News , Er It 's it 's that they they put lo there 's local issues is n't there ? |
| 30 | Laying the neeps is that what they called it ? |