Example sentences of "[prep] [pron] [pers pn] be [that] " in BNC.
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| 1 | Then suddenly , while aware she had told him that she did not love Travis , she realised that here was her chance of clouding the issue of who it was that she did love . |
| 2 | By the looks of it it is that as I say a screw 's keeping that thing on . |
| 3 | A case-study involves the in-depth study of a single example of whatever it is that the sociologist wishes to investigate . |
| 4 | Well I mean , if we 're talking about sort of and they 're looking for a sense of identity of whatever it is that they 're having of |
| 5 | But in her mother 's kiss she had learned something of the importance of whatever it was that Rachel had to do . |
| 6 | She was sitting on the bed with her album — that sparsely-peopled record of whatever it was that she 'd left behind and she was n't leafing through it but hugging it close , as if it was a physical source of comfort to her when times were at their lowest . |
| 7 | Perhaps it meant that Cindy Hill had revealed at least some of whatever it was that bothered her , which was a good thing , really . |
| 8 | She did not believe that she could bring Scathach back to life , but he could at least be with her in the fortress as she made her journey into the first forest , as she went in search of whatever it was that had ensnared Harry , made him a prisoner in Old Forbidden Place . |
| 9 | The snow continued to fall as the Quattro clawed its way eastward towards whatever it was that they were seeking , whatever terrible things were waiting at journey 's end . |
| 10 | The first thing to notice about functionalism is that it does not fare any better than behaviourism in providing an account of what it is that V knows and BS does not , for BS could know all about V 's functional or covertly behavioural states ; so there is no lack of knowledge that his deficit could consist in . |
| 11 | He observes people and places with a wry and uncanny sense of what it is that matters about them . |
| 12 | But such emotions are themselves informed by the way in which we see the world , by our conceptions of what it is that we find desirable or fearful . |
| 13 | In all such cases the prevalence of such actions and the possibilities for their control are better accounted for by addressing the question of what it is that usually inhibits the actions , rather than by accounting for how the motivations arise . |
| 14 | We do not mean merely freedom to do as we like irrespectively of what it is that we like . |
| 15 | Aristotle 's argument concerns the question of what it is that makes an action ‘ voluntary ’ , done of a person 's own free will , and in order to answer this question , he distinguished between actions whose origin was ‘ inside ’ a person , and those whose origin was ‘ outside ’ , which resulted from external influences or pressure or compulsion . |
| 16 | The approach to understanding organisations that concentrates its focus on people within organisations needs to be aware of what it is that motivates people within those organisations . |
| 17 | The Scottish summary of what it is that parents value in teachers and what makes a poor ( as well as a good ) teacher ( SED 1989:7 — 11 ) is in some ways an up-to-date version of parts of Enquiry 1 ( Schools Council 1968 ) . |
| 18 | T. Behrens is considerably baffled by this strange case , by the question of what it was that determined Ursula 's adherence to this programme , and of what it was that caused her to bring to an end her loving friendship with Justin . |
| 19 | It 's extremely unwise to quote your Chairman of Committee , if the Chairman of the committee actually A has n't been informed that he 's being quoted , or B has not actually agreed with what it is that you 're quoting . |
| 20 | All Rincewind had to do was shake off his guards , fight his way out of the Tree , find the temple and steal the horse out from under whatever it was that Bel-Shamharoth used for a nose . |
| 21 | You know , I 'm easy going and I can cope with that , and get on and do the job with whatever it is that 's got to be done . |
| 22 | Bottom up processing is where you start with the input information , whatever that might be and then you , based on that input information , you extract or inp or extract more meaning from the input until you end up with whatever it is that you recognise . |
| 23 | It was rather like that strange spirit that hovered over the Wilson family when they were contemplating an evening out and told them where they ought to eat , and it had something in common with whatever it was that told the entire Liverpool football stadium to sing ‘ You 'll Never Walk Alone ’ at the same moment . |
| 24 | I think too that we should reflect upon who it is that receives the blame er when policing falls below the standards which we would all think appropriate . |
| 25 | When the bundle of clothes hit the ground it was the dog who realised first that there was something inside , also broken and crumpled , and after the dog came the children , who revolved round the heap , fascinated , until one noticed the blood and began to scream , and adults arrived to remove them from whatever it was that lay on the concrete . |
| 26 | Thus , in the following , he can naturally be interpreted as referring to whoever it is that John refers to : ( 39 ) John came in and he lit a fire We will return to anaphora , but just note here that it is perfectly possible , as Lyons ( 1977a : 676 ) points out , for a deictic term to be used both anaphorically and deictically . |
| 27 | In his public utterances Bohr was always very cautious about committing himself to what it is that actually is . |
| 28 | So the conjunction of these two words effectively prevents the raising of the question as to what it was that they were saying . |
| 29 | We were trying to put a finger on what it is that humans and moles and earthworms and airliners and watches have in common with each other , but not with blancmange , or Mont Blanc , or the moon . |
| 30 | It 's very difficult to put a finger on what it was that attracted me about him . |