Example sentences of "i [verb] [to-vb] [prep] this " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Do I want to go to this wonderful balloon festival ? |
| 2 | So what I intend to do from this week is that very thing , try and fill in as it were and er make up for what was n't covered in the classes because I must admit that this year I 've been struck by the high st high standard of the class presentations . |
| 3 | What I intend to do in this column is to explore and explain rhythm in its purest sense — from the point of view of notation , theory and practical application . |
| 4 | I got to think about this on my own . |
| 5 | I got to think about this . |
| 6 | The first opportunity I got to look at this stuff is on Sunday on the library |
| 7 | ‘ If needs be , and I hate to stoop to this , I can take steps to override your obstruction , from which you might find it difficult to recover ! ’ |
| 8 | So er I , I b basically go to the office one day a week , that 's my admin day , and the rest , I , I tend to work within this area . |
| 9 | I tend to work by this rule : for a big painting I paint very thinly and a small one I use thick impasto , although of course the rule can be broken . |
| 10 | I tend to work by this rule : for a big painting I paint very thinly and a small one I use thick impasto , although of course the rule can be broken . |
| 11 | Years later , when I tried to talk of this , |
| 12 | I tried to think about this but did n't succeed . |
| 13 | So pressing his camera to my eye I tried to focus on this tanned , happy man , standing with one boot over the edge of a 200- or 300-foot drop , and the other on the edge of thin air . |
| 14 | As all else has not failed , I propose to deal with this aspect of the matter shortly . |
| 15 | we make something to get in , that pricks their ears up , and think , yes , I want to listen to this guy . |
| 16 | That distinction , shockingly banal though it is , has been hard to shake from my mind , and its persistence is one of the things I want to explore in this article . |
| 17 | Well that 's as far as I want to go with this , this particular topic , erm as is my practice I 'm ending now so that we can have questions . |
| 18 | and blind people go wait a minute you know , I want to go to this and I want to go to that |
| 19 | The major point which I want to take from this discussion of young people 's situation is that their need to be supported economically by their parents , and more generally their position in structures of reciprocal support within families , to a large extent depend upon factors outside the control of individual families : laws relating to schooling and employment , and the operation of the labour market . |
| 20 | I want to dwell on this subject a little while , to look at a few areas which are important and necessary and have their foundations in team spirit . |
| 21 | I do n't know if I want to talk about this on a Saturday lunchtime I tell you Dan I mean it really is it 's erm What are you doing ? |
| 22 | Now what I want to do in this lecture is to finish off the er introductory part of my , of my remarks and take us up to the point where beginning at twelve o'clock the real part , the real er core of this course begins when we start to look at social theory . |
| 23 | John Haden , headmaster of Wymondham College in Norfolk and chairman of the Boarding Schools Association , tried to get beyond dismal economics in his speech to the conference : ‘ I want to move on this week from value-added to added values … we need confidence in the values , moral and spiritual , which our schools uphold and celebrate ’ , he said . |
| 24 | Now , the last thing I want to say , because I know we , our guest is here , and so presumably has collected his thoughts and is able to leap into the breach , the last thing I want to say on this is , writing articles , writing pieces , is a game , another area where practice makes perfect . |
| 25 | It is precisely that exclusion that I want to address in this chapter . |
| 26 | He says I grew up here , I went to school and I want to stay in this area . |
| 27 | Besides , there are a few other people I want to tell about this . |
| 28 | And they might reply , ‘ But I do n't like working like this , I want to work like this . ’ |
| 29 | Now , the final point I want to make in this little section , and I think Liz is going to help me make this point , and that is that one of your problems , which is not a big problem compared with some organizations , is you 've got to take what you 're doing , and repackage it in such way that it is of interest to ordinary people . |
| 30 | The stark juxtaposition of these two statements sums up the whole dilemma facing arts teachers , and consequently illustrates the central issue I want to discuss in this chapter . |