Example sentences of "to [pers pn] [conj] [verb] [prep] " in BNC.
Next page| No | Sentence |
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| 1 | It 's easy here , Hilary , Monica and Yvonne are more like your mates than your mum , it 's easier to talk to them than to talk to my mum . |
| 2 | They had had £10 : 1s. : 0d. advanced to them but divided between the two men for the 2½ months labour that was scarcely a good wage … average perhaps . |
| 3 | On the other hand , traders buying sterling with dollars will be prepared to trade in the forward market at a rate that is also less attractive to them when compared with the expected future spot rate ( in this case f t will be less than ) . |
| 4 | And there are still just as many options open to them when looking for a loan . |
| 5 | The content of the text appeals to them or fits into their experience differently . |
| 6 | You should never talk to them or go in their cars or houses . |
| 7 | When all the possible beneficiaries are of full age and under no disability ( such as that of an infant or lunatic ) , they may put an end to the trust by requiring the trustee to transfer the property to them or to dispose of it according to their directions ; and this is so in spite of any direction to the contrary in the settlement , such as a direction that payment is not to be made to a beneficiary till he reaches the age of 25 . |
| 8 | Bateson recommended , for example , that the sources of modern poets such as Auden should have the same scholarly apparatus applied to them as used for ( say ) Spencer , so long as Auden 's sources were investigated " with at , least as much thoroughness and intelligence as Spencer 's receive . " |
| 9 | But what if at the moment of birth the whole of one 's life to come were to flash before one 's eyes and then to be immediately wiped away , forgotten , while we laboriously go through all the pleasures and sorrows , all the hopes and frustrations that make up a life , meeting people and parting from them , listening to them and speaking to them , to go through tasting all we taste in the course of our long lives , seeing all we see , every leaf at every moment and every cloud at every moment , and hearing all we hear , the hooting of every car and the singing of every bird and every performance of the Brandenburg concertos , go through all that , in time , very slowly , though we had already been through it all , every moment of it , leaf , cloud , concerto , in one brief but intense instant , everything perfectly formed but over in less than a second ? |
| 10 | ‘ Emotions , ’ says Seth , ‘ flow through you like storm clouds or blue skies , and you should be open to them and react to them . |
| 11 | You try to be a white person or you go to them and try to be accepted and you go back to blacks and they do n't like it . |
| 12 | Each trigger re-presents the participants ' reality back to them and allows for people to project their emotional and social responses in a focused fashion . |
| 13 | The gates were only a few yards ahead and I staggered up to them and halted among my groaning comrades . |
| 14 | Er he he he had been , in verse twenty five , now great multitudes were going along with him , and he turned to them and said to them , and you got there what he tell , what he says , he 's talking about discipleship , and of the importance of following him , and the cost that will be involved in following him , and the responsibility of those who follow him , that they are to be salt within their generation , within their environment . |
| 15 | Driving Me Crazy mercilessly records the squalls , the vibrant performances and the inertia of the production team , who spend most of their time solemnly discussing what black music means to them and jockeying for pole position . |
| 16 | Driving Me Crazy mercilessly records the squalls , the vibrant performances and the inertia of the production team , who spend most of their time solemnly discussing what black music means to them and jockeying for pole position . |
| 17 | They should be encouraged to express any particular anxieties and queries until the nurse assesses from verbal and nonverbal interaction that they have a reasonable grasp of the staffing pattern as it applies to them and know from whom they can seek any further help . |
| 18 | The amount that banks hold in cash and operational balances is up to them and depends on the demand for cash that they expect from their customers . |
| 19 | The second reason for urban bias was the fact that the radio broadcasters themselves lived in the towns : the people who spoke to them and commented on their programmes were living in the same environment . |
| 20 | She spoke rationally to them and asked about their families , but during the night she died in her sleep . |
| 21 | Get as close as possible to them and reach under their armpits . |
| 22 | Bodie got out of the car and strolled past the two men , standing quite close to them and browsing in the window of the shop before which they stood . |
| 23 | All right , we 're still going to have problems , but this time we 're going to face up to them and deal with them — together . |
| 24 | And so I , we have written to them and waiting for an answer . |
| 25 | He added : ‘ Derby gave us plenty of problems when we drew there , but we stood up to them and worked for a result . |
| 26 | that it is crucial to draw attention to fundamental assumptions in our society , and to keep open for pupils the options of accepting , modifying or rejecting these views ( Chapters 2 – 3 ) ; 2. that the purpose of RE is pupils ' self-education , engaging in depth upon the meaning and truth-claims of religions in a way which is relevant to their total experience of life ( Chapter 4 ) ; 3. that space needs to be given in which pupil involvement has a chance to develop , together with creativity , a sense of wonder and the cultivation of inner quietness ( Chapters 5 and 6 ) ; 4. that teachers need to model a positive , fair and balanced approach to the diversity of religious traditions and outlooks , and the controversy which these can generate ( Chapter 8 ) ; 5. that in a spirit of critical affirmation it is important to develop skills of evaluation and criteria for discernment ( Chapters 7 and 9 ) ; 6. that the crucial need is to put persons first , to establish genuine relationships which are affirming of pupils , believing that they have something to give , and so listening to them and responding to them — and in the light of this to encourage their capacity for self-assessment ( Chapter 10 ) ; 7. that the distinction between education and dogmatic teaching is all-important and that , provided this is borne in mind , opportunities for stillness and possible worship can be an invaluable aid to education ( Chapters 6 and 11 ) ; 8. that RE can relate in a dynamic and creative way to all other areas of the curriculum ( Chapters 12 and 13 ) . |
| 27 | In making those recommendations they made clear they took into account the recommend the representations made and views expressed to them whilst complying with the statutory requirement that they should aim to recommend the European parliamentary constituencies with as nearly as possible equal electorates . |
| 28 | There are three themes which stand out to me that run throughout the book that are all in some way or other interlinked . |
| 29 | The Theosophical teachings were all new to me but seemed to be most natural and consistent with normal common sense and logic . |
| 30 | ST came to me and rubbed against my side , purring his rattling , wheezing purr . |