Example sentences of "[vb base] [pron] [verb] what the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | D' ya know what the axis is ? |
| 2 | D' ya know what the sales code does on your B M S ? |
| 3 | D' you remember what the papers and TV said about it , Mr Barnes ? ’ |
| 4 | ‘ We want him to see what the reality is , compared with the tabloid myth , ’ said a party organiser . |
| 5 | Er now let's go back over oh first of all let me explain what the idea is Hello . |
| 6 | Let me know what the prospects are . ’ |
| 7 | If we take sentences without contexts and devise interpretations for them on the basis of the mutual compatibility or otherwise of the type-meaning of the words in them , we are putting ourselves under constraints which have nothing to do with syntax ; by thus restricting and deforming our appreciations of the structure we prevent ourselves seeing what the effect of the syntax , qua syntax , is . |
| 8 | Let us consider what the interviewer is trying to do when seeking an interview and what the reaction of the informant may be . |
| 9 | … let us see what the statement of claim alleges , or rather does not allege . |
| 10 | So let us see what the questionnaire can tell us . |
| 11 | I know that Coventry is nowhere near Calderdale , but let us see what the hon. Gentleman can do . |
| 12 | ‘ I believe I know what the club need to check the slide . |
| 13 | I find that whenever I notice some sentence in context , I immediately find myself asking what the effect would have been if the context had been slightly different . |
| 14 | From this it follows that we could give some account of what it might mean to ‘ change the context ’ in the sense in which Fillmore ( 1977 : 119 ) envisages this when he says ‘ I … find myself asking what the effect would have been if the context had been slightly different . ’ |
| 15 | My goal in this paper is to examine this literature critically , and then use it to ascertain what the appropriate antitrust treatment of research joint ventures should be . |
| 16 | I mean he grasped what the word , he grasped the way she taught him and he soon learnt to read and he could retain those words |
| 17 | Do you think what the parents have decided is fair ? |
| 18 | ‘ Do you know what The Beatles are ? ’ he asks , letting me climb into his baby pedal car . |
| 19 | How do you know what the market will bear ? |
| 20 | ’ Then Modigliani interrupted again : ‘ Do you know what the socialists are like ? |
| 21 | ‘ Do you know what the problem is really , Andy ? ’ she asked , making her voice as sweet and low as she could . |
| 22 | Do you know what the symptoms are ? |
| 23 | ‘ Do you know what the form is in this country , Bill ? ’ |
| 24 | Do you know what the hell is happening ? ’ |
| 25 | Now do you know what the sound of an axe is like ? |
| 26 | Do you know what the traditional name for them is ? |
| 27 | So do you know what the price is going be ? |
| 28 | Do you know what the difference is between the Hindus and the Buddhists ? |
| 29 | Do you know what the product was ? |
| 30 | But do you know what the , what a typical dictionary would give as the definition of quality ? |