Example sentences of "[verb] [to-vb] is that [prep] " in BNC.
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| 1 | One of the things I want to argue is that in order to construct certain exemplary models of antiracist policy and practice it has been necessary to operate in terms of a reductive representation of racism , one which not only scales down its reality , but ignores its more complex features . |
| 2 | The point I want to make is that in most cases they could not . |
| 3 | Presumably the reason why the lights appear stationary while the " ghost " is seen to revolve is that during the duration of any light the stimulus from it is accompanied by fused after-images of the other three . |
| 4 | What the lectures at the Royal Institution seem to indicate is that despite these changes the age of ‘ two cultures ’ was still some way off ; at the elite level , those interested in the advance of science also wanted to hear about other cultural activity . |
| 5 | ‘ What you 've got to watch is that for about two hours there are no lights in the train . ’ |
| 6 | What I wish to propose is that for this poor and hungry population many of the physiological symptoms of which they complain are also symptoms of chronic hunger . |
| 7 | What I am trying to argue is that in Germany the contradiction between bourgeoisie and civil society — as exemplified above in the contradiction of state and cultural modernism — was much much sharper than elsewhere . |
| 8 | But what I 'm trying to explain is that at night the hrududil have great lights , brighter than Frith himself . |
| 9 | For now , the point I wish to make is that in regard to the notional/functional syllabus , although there is a change in the way of describing the content units for language teaching , this change tends to be assimilated into traditional and well-established ways of thinking about the syllabus as a pedagogic construct . |
| 10 | All you need to remember is that after midday , the times shown have 12 added to them . |