Example sentences of "it [vb -s] for [verb] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Shell U K will have to wait until tomorrow to hear what sentence it receives for causing a 30 mile oil slick which polluted the River Mersey . |
| 2 | And Shell U K will have to wait until tomorrow to hear what sentence it receives for causing a 30 mile oil slick , which polluted the River Mersey . |
| 3 | This is an extremely important result , both because of its policy implications which we shall consider later in this chapter and because of the scope it offers for testing the rational expectations hypothesis . |
| 4 | Each family doctor practice will be able to discuss with the local Family Practitioner Committee the amount it needs for prescribing for its patients . |
| 5 | The Government 's repugnance for that organisation and everything it stands for has been made absolutely clear on repeated occasions . |
| 6 | The even greater increase in the availability of textuality made possible by the digital revolution , combined with the facilities it allows for altering , merging , and adding to already written texts , presents a related but different set of problems to the novelist . |
| 7 | It craves for planning as the alcoholic craves for drink . |
| 8 | The Senate version , however , is in the expansionist spirit : it calls for establishing a National Institute of Arthritis , Musculoskeletal and Skin Diseases . |
| 9 | It calls for logging on federal lands to be reduced to 25 per cent of late 1980s levels , with buffer zones to be established along salmon spawning streams . |
| 10 | It helps for holding pipes when making joints or for holding fittings which you are dismantling . |
| 11 | It is difficult to avoid the conclusion that with regard to the explicit curriculum , RE has to fight for its life — constant vigilance is the necessary price it pays for retaining any foothold at all in a curriculum groaning under the weight of other priorities . |
| 12 | I hope that we are never foolish enough to take what it does for granted — because that is when it will begin to crumble and fail like so many others have done . |
| 13 | " The heart and soul of a resource collection is not material at all : it lies in the structure of thought it exhibits , in the creative association it provokes and in the opportunities it provides for training the young learner in how to learn and think . " |