Example sentences of "[adv] they [verb] [prep] the " in BNC.

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1 I felt the tears welling up in my eyes and suddenly they spilled over the sides and dripped down my cheeks .
2 Suddenly they gave under the intolerable strain , ripped free from their mountings and crashed to the ground .
3 How far they were supreme in any new and unprecedented sense , whether their advance can be termed revolutionary , how much they owed to the innovatory genius of Thomas Cromwell are questions still open to dispute .
4 If they should chance to be black , brown or yellow , of any cultural tradition save that of the West and dominated by any other ideological system except that of the student 's own parents they will seldom if ever protest , no matter how flagrant the injustice , how onerous the oppression , how unprincipled the exploitation and how ever much they offend against the protesters ' vociferously expressed and allegedly ‘ sincere ’ ideals .
5 In one key experiment , for example , we trained over a hundred birds , measuring their imprinting preference score and motor activity ( that is , how much they ran in the wheels ) as well as RNA synthesis .
6 But none of the regional clubs will quantify how much they earn from the lucrative Clubcall telephone commentaries .
7 For example , in a survey I carried out on the membership of the National Trust — one of the largest voluntary associations in Britain with over a million and a quarter members — it was decided that topics should include such things as how people came to join , how they felt about the payment of subscriptions , how much they read of the literature the Trust sent them , what their main interests in conservation were , how active a part they wanted to play in the work of the Trust , and so on .
8 For example storytime might take place at an established time towards the end of the school day , but in a follow-up session the next day questions could be asked to see how much they remember of the story , or one child could be asked to retell the story they heard yesterday ( see Boxes 4 and 5 ) .
9 A million nature lovers all over the country are being asked to show how much they care for the countryside in an innovative challenge from the RSPB .
10 Deeper and deeper they went into the dark hole .
11 The authors , writing in the British Medical Journal , believe that what happens to babies before birth , including how long they stay in the womb , may determine how healthy their lungs are later in life .
12 For how long they operated in the Coniston Fells is not known .
13 For the proximo-distal axis , our suggestion is that the cells learn their position by measuring how long they remain in the progress zone , a mechanism based on measuring time .
14 The cells in the progress zone seem to be able to measure how long they remain in the progress zone and this enables them to , ‘ know ’ their position along the proximo-distal axis .
15 In the extract below they refer to the effect the teachers ' attitudes have on their behaviour and on the way prejudices appear to match their gradations of colour :
16 Down they went into the Underground .
17 And down they went into the village .
18 Well as I told you at you used to clip them that damn short and we when I was knocking them off , I had to keep dodging down , let the wag and keep knock clips off and chuck the one side and then the wagons came down They went down the hill like that , and then up here there was a hook line to stop them .
19 Perhaps they belonged to the Christian community in Rome .
20 Perhaps they thought of the militia fighting in Kampala ; perhaps they recognized that an awkward and in any case grandiose assumption had been pinpointed and pricked .
21 Obviously Mr Pennington 's barn did n't suit — perhaps they objected to the campers .
22 Perhaps they objected to the destruction of Buckingham and the web of deceit to which they 'd been party ? ’
23 Moreover , few types of resource-based learning are as clearcut as perhaps they sound to the newcomer ; there is always the possibility , indeed the likelihood , that at any one point the teacher may find it necessary to intervene , to establish a point , to correct a set of errors , to reinforce an insight , or to bring in an additional set of experiences , including the experience of argument and group debate while the interest is hot .
24 Or perhaps they sort through the plastic bag of pubic hairs they keep specially to place on the side of your bath before you check in ?
25 I 'm sure if people will perhaps they look at the church and think oh it 's out of touch but it is n't there are churches that are alive and have something very relevant to say today .
26 Only John and Nora could see it , for only they knew of the terrible demand that would sooner or later be made on their resources — and it was going to be well over the hundred thousand that John had estimated .
27 I teach just such a group of boys , only they come under the title ‘ Emotionally and Behaviourally Disturbed ’ .
28 When people first come in they go for the raised areas and sit down .
29 They have these enormous canine teeth again stabbing each other and the thick blubber round the neck again as a defence and if the canines go in they go into the blubber and not to arteries and stuff like that .
30 ‘ When they came in they talked of the first team and it seemed an offer I could n't refuse ; with hindsight , I should never have gone . ’
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