Example sentences of "[vb infin] [Wh det] it is [pers pn] " in BNC.

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1 er it 's always been er guaranteed i.e. if a customer was not satisfied , then one hundred percent we will rectify whatever it is they 're not satisfied with .
2 We still do n't know what it is we are up against , do we ? ’
3 You may be fumbling in the dark — both literally and metaphorically -but you might as well know what it is you might find !
4 I think we have to wait and see what it is they announce . ’
5 What the Russians want is technical help and equipment , now our own industry is in decline er yes , particularly in machine tool industry , and I think the first thing we should do is to go over there and see what it is they actually needed , what they actually need right now , er one of your previous er correspondence , er speaker turned round and said well they 've got half finished buildings and things like that , I mean er , people have got to be put to work because people in co-ordinate employment is the only source of real wealth , but the market economy is n't interested in promoting real wealth , I mean it 's only interested in what it can get out of an economy not what it gives .
6 I still do n't really see what it is you 're getting at though . ’
7 The carbonate I ca n't remember what it is I 'm getting confused I
8 So the other one is I do n't remember what it is I wanted but I think I 'll go in to erm and erm
9 Cos it 's not a Polo , it 's a Jetta , it 's the one with the boot but if you ca n't remember what it is you can either , did you know the difference between a car with a boot and a car with a hatchback ?
10 I do n't understand what it is you want , or what you have to do with Spiderglass , or even how you got me away from them .
11 Remember that you are your own best critic and only you can finally decide what it is you wanted to say .
12 So you , what you 've got to do , is to think of ways in which you can translate the technicalities into simple language that other , that ordinary people can understand and appreciate what it is you 're doing and why it 's important .
13 Yes , it 's open Mondays to Fridays , from quarter to nine through to quarter to five , and anyone can just walk in and we 'll do our best to help them produce whatever it is they want to see , providing we 've got it and we can find it .
14 One has to try and explain what it is we are about and why we 're doing it and , if necessary , perhaps point out a few distinctions that may exist , for instance , between the professional and the amateur scene , not that I like using those words because I think they 're fraught with all sort of potential misunderstandings .
15 I mean that the novel has always given the impression that third person narration can narrate what it is I am feeling .
16 I ca n't imagine what it is you want . ’
17 ‘ I suppose you can say whatever it is you want to say right here , only I 'm not hanging around to hear it . ’
18 Always ask yourself ‘ Do they say what it is you are trying to make clear to the student ? ’
19 ‘ I hope you 'll find whatever it is you 're looking for .
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