Example sentences of "[v-ing] [noun pl] [to-vb] what " in BNC.
Next page| No | Sentence |
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| 1 | Another adviser saw the purpose of the self-appraisal chiefly in terms of providing documentation and allowing schools to explain what they are doing : |
| 2 | The only substantive decision of the Yaoundé session was a resolution asking timber producing nations to estimate what resources were required to achieve sustainable forest management . |
| 3 | Anxiety management training is about helping clients to understand what is going on , then teaching them skills to cope with anxiety , then encouraging them to put themselves deliberately into situations which create anxiety but with which they cope successfully . |
| 4 | Although such examination might improve the drafting of the rule books — and that would be ( procedurally ) beneficial — it could have the unfortunate and fundamental consequence of inducing tribunals to determine what is or is not a fair dismissal by reference to what has been agreed between the parties instead of by the yardstick laid down by Parliament . |
| 5 | In 1845 he published in vol. vi of the Journal of the Royal Agricultural Society of England the results of a successful experiment in cultivating swedes to determine what would happen when the essential constituents of a plant were supplied to ‘ barren ’ land . |
| 6 | But now he was with Endill he felt safe and ran about opening doors to see what was beyond them . |
| 7 | One area of special interest is helping companies to predict what environmental demands will be made of them in the future . |
| 8 | The prospect of global warming is forcing governments to decide what fraction of their national resources to direct towards abating it . |
| 9 | It concerned the toxic effects of atmospheric lead and was characterised by a series of comments like ‘ It 's claimed that even low levels of lead can cause brain damage ’ , ‘ It 's been difficult to get conclusive evidence ’ , ‘ There 's a whole lot of evidence ’ , ‘ Yes but there is conflicting evidence ’ , all delivered without any one of the four speakers actually providing figures to explain what the concern and disagreement was all about . |
| 10 | What this amounts to , in Corder 's words , is ‘ the accommodation of the structure of our linguistic syllabuses and teaching materials to fit what is known of the sequence of progressive complication of the approximative systems of the free learner . ’ |
| 11 | In utterly mundane terms it means getting polluters to do what they want them to do . |
| 12 | Another target that one designer is pursuing is ‘ screen animation in geometry as a means of getting children to say what they see ’ . |
| 13 | In the early 1920s the UK physicist Arthur Compton was performing experiments to see what happened when matter was bombarded with X-rays . |
| 14 | Rather than asking children to describe what they did , he chose to focus on the time pupils took to record answers , using a keyboard . |
| 15 | Small touches like presenting objects wrapped up , or putting them inside a " feel bag " and asking pupils to guess what they are can add spice to the exercise . |
| 16 | For example , it is taking steps to discover what local employers and businesses need and want from their employees . |
| 17 | There have always been good maths teachers who 've made maths interesting and relevant to the children , but I think perhaps the emphasis has shifted from rote learning to helping children to understand what they 're doing . |
| 18 | Nevertheless , it does seem reasonable to suggest that teachers need to be aware that when tackling many writing tasks pupils will achieve a greater degree of success , both as writers and as learners , if they can work in stages , and if within these stages they have sympathetic and informed support from both teachers and peers — not , I would insist , seeking to impose a preconceived notion of how to plan or how to write , but helping pupils to discover what works best for them . |
| 19 | Learner-training is an important feature of these books , helping students to analyse what they need to answer the exam questions , and showing them how they can improve . |
| 20 | There are a number of tried and tested approaches for making the comparison ( eg general discussion and observation , question generation , model overlay ) , but these are not intended to be exhaustive ; analysts should endeavour to make imaginative use of the ideas generated during the systems thinking stages to examine what is happening in practice . |
| 21 | If you have a room that is particularly dark , you should consider using mirrors to reflect what light there is . |
| 22 | From there they began formulating plans to take what they saw as rightly theirs , without waiting for their father 's demise . |
| 23 | Above all it is important for the staff planning groups to decide what ‘ interdisciplinary ’ work or topic work will actually mean for the learner in practice , and choice will depend in part on the school 's view of the ‘ whole picture ’ spread across quite long periods of time , with the teachers planning carefully how they intend to create a balanced curriculum over weeks and months . |
| 24 | After the revolution , Romanians sat in their flats lit by a maximum of two 40-watt bulbs by order , usually wearing winter coats as they had become accustomed to years of sudden power cuts , and watched television pictures of their late rulers perusing menus to decide what to eat . |