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Example sentences of "[verb] [Wh adv] [pers pn] " in BNC.

No	Sentence
1	I do n't know 'ow you can talk like that to a girl that 's twenty-one . ’
2	‘ An' I do n't know 'ow I 'm gooin' ter pay it back if yer leave 'ome now . ’
3	I cry whenever I go to the zoo .
4	‘ Program them to self-destruct whenever they miss a target .
5	HCI has a theme to match every individual 's mood , so you can each do whatever you want whenever you want … because , at the end of the day , the choice is always yours .
6	But the effect she has whenever she does meet her devotees is startling .
7	He always sort of backpedalled whenever he 'd exposed his feelings . ’
8	Two or more of these individual meanings tend , however , to be mixed whenever we use the word .
9	His sally at Descartes when he remarks that there has never been a complete sceptic goes to the heart of the issue and it was David Hume , arch sceptic , who wondered aloud why it was that his scepticism vanished whenever he left his study .
10	If she were her normal self she would be pottering happily around Simone , laughing whenever she got in her way and sticking her fingers in the food .
11	It was just after we got married , , and he was a Lancashire lad , he came from somewhere of the suburbs of Manchester , I 've forgotten whereabouts he was
12	I do n't know where they live , I know the court but I do n't know whereabouts they are .
13	I do n't know whereabouts it 's snapped .
14	The ideas might be splendid in themselves but you must consider how they will contribute to the strategy .
15	Moreover , if banks wish to attract more borrowers , they might well consider how they can soften the rather forbidding image which we found they have for so many people .
16	In particular , they should consider how they will encourage diversification into the non-residential care sector .
17	Obviously we can not know the outcome of a new project , so let's consider how we might have proceeded 31 years ago .
18	For example , let us consider how we would set about studying levels of violence in residential establishments for children .
19	First let us consider how we define the Edwardian Era .
20	As soon as we can after the next election , we must consider how we are able to carry out those essential functions if the European union is to be democratically accountable .
21	We will also consider how we can better serve the needs of student members and the use of library and information service to the best effect .
22	In Chapter Seven I 'll consider how you can raise your visibility , whether it 's at work , as an entrepreneur or in your community .
23	Instead of considering its consequences , we can consider how it arose .
24	For example , mothers report how they cut back on their own consumption of food in order to protect the living standards of children and partners .
25	Chodorow and Bem , for example , note their middle-class biases , but do not explore how they affect their concepts of family socialization .
26	It will explore how they make sense of their predicament , and how , and in what circumstances , they devise separate or joint coping strategies to enable them to survive .
27	The remainder of the functional description was concerned with elaborating on the ideas expressed by the conceptual model , explaining how they would be implemented in practice .
28	Creed was showing some of the pieces to the tourist and explaining how they worked .
29	My grandmother is a keen birdwatcher and she 'd already introduced me to a lot of the different birds that visited her bird-table , telling me what they ate and showing me their nests and explaining how they were made and what they were made of .
30	The Royal African Company came under criticism from the West India sugar planters , who clamoured for more slaves to be supplied without explaining how they would be paid for , and also from other English merchants who thought they could do a better job of supplying slaves .